Curriculum – Psychology

Psychology Curriculum Aims

The Aims of Our Curriculum

Psychology at Droylsden Academy offers an ambitious, inclusive curriculum that develops pupils’ understanding of human behaviour through cognitive, social, biological, developmental and criminal Psychology, alongside research methods and sleep and dreaming topics. By building powerful knowledge of key theories, core studies and real‑world applications, and strengthening critical thinking and scientific literacy, we ensure high expectations for all, so every pupil can thrive and succeed.

1. Inclusive and Ambitious for All

Adapted teaching removes barriers for all learners so they are able to access challenging content, such as cognitive processes, brain structures, and research methods.
High challenge for every pupil through analytical and evaluative thinking.
Responsive teaching and assessment ensure pupils keep up, not catch up.

2. Building Knowledge and Disciplinary Thinking

Sequenced content across various areas of psychology builds strong foundations for optional further study.
Prior learning, including co-curricular learning, is revisited to deepen understanding and secure long‑term memory.
Pupils develop disciplinary thinking through evaluating study designs, sampling methods, and subject specific issues and debates, e.g. the nature–nurture debate.
Real‑world application is emphasised through contexts such as obedience in authority settings, psychological development in education, and biological and environmental factors in criminal behaviour.

3. Literacy and Numeracy in Psychology

Explicit teaching of specialist tier 2 and tier 3 vocabulary enables all pupils to read, write and speak like psychologists.
Structured writing supports high‑quality exam responses, particularly in 9‑mark evaluation questions.
Numeracy is strengthened through interpreting graphs, calculating mean/median/mode, understanding correlations, and analysing quantitative/ qualitative data.

4. Value for Life, Work and Society

Pupils understand psychology’s relevance to mental health, learning, relationships and behaviour.
The curriculum builds empathy, aspiration and personal development.

5. Ethical, Cultural and Moral Understanding

Pupils become reflective, responsible learners able to consider cultural influences on behaviour, evaluate research respectfully, and engage thoughtfully with contemporary issues.
Empathy and personal development are nurtured through exploring factors influencing behaviour, including social norms, developmental influences, and biological differences.

Sequence

Psychology Year 10 and Year 11 Teaching Plan

Week	Topic Covered
	Year 10		Year 11		Lesson 7
	10C	10D	11B	11C
Week 1		Intro/ Research Methods	Intro/ Social Influence		11B: Maths skills
Week 2	Intro/ Development	Research methods	Social Infleunce	Intro/ Social Infleunce	11C: Maths skills
Week 3	Development	Development	Social Influence/ Research methods	Social Infleunce/ Research methods	11B: Graphs/ tables
			KAP 1	KAP 1
Week 4	Development	Development	Research methods	Research methods	11C: Graphs/ tables
			KAP 1 feedback	KAP 1 feedback
Week 5	Development	Development	Research methods	Research methods	11B: Research improvement questions
	KAP 1	KAP 1
Week 6	Development	Development	Research methods	Research methods	11C: Research improvement questions
	KAP 1 feedback	KAP 1 feedback	KAP 2	KAP 2
Week 7	Development	Development	PPE 1 Revision	PPE 1 Revision	11B: PPE Revision
			KAP 2 Feedback	KAP 2 Feedback
Week 8	T1 Revision		PPE 1 Revision		11C: PPE Revision
October Half Term
Week 9	T1 Revision/ T1		PPE 1 Revision		No lesson 7
Week 10	Research methods	Memory	PPE Revision/ PPE 1		No lesson 7
Week 11	Research methods/ Memory	Memory	Sleep and dreaming		11B: 12 markers
Week 12	Memory	Memory	Sleep and dreaming		11C: 12 markers
	T1 feedback	T1 feedback
Week 13	Memory	Memory	Sleep and dreaming		11B: 9 markers
		KAP 2	PPE feedback
Week 14	Memory	Memory	Sleep and dreaming		11C: 9 markers
	KAP 2	KAP 2 feedback	KAP 3
Week 15	Memory		Sleep and dreaming		11B: Consolidation
	KAP 2 feedback		KAP 3 feedback
Christmas Holiday
Week 16	Psychological Problems	Psychological Problems	Criminal Psychology		11C: Criminal psychology
Week 17	Psychological Problems	Psychological Problems	Criminal Psychology		11B: Consolidation
Week 18	Psychological Problems	Psychological Problems	Criminal Psychology		11C: Criminal Psychology
	KAP 3
Week 19	Psychological Problems	Psychological Problems	Criminal Psychology		11B: Consolidation
	KAP 3 feedback	KAP 3
Week 20	Psychological Problems	Psychological Problems	PPE Revision		11C: Consolidation
		KAP 3 feedback
Week 21	Psychological Problems	Psychological Problems	PPE Revision/ PPE		11B: Consolidation
February Half Term
Week 22	T2 revision	T2 Revision	Revision
Week 23	T2 Revision/ T2	T2 Revision/ T2	Revision
Week 24	Psychological Problems	Psychological Problems	Revision
			PPE Feedback
Week 25	Psychological Problems	Psychological Problems	Revision
Week 26	T2 Feedback	T2 Feedback	Revision
Easter Holiday
Week 27	Brain and neuropsychology	Brain and neuropsychology	Revision
	KAP 4	KAP 4
Week 28	Brain and neuropsychology	Brain and neuropsychology	Revision
	KAP 4 feedback	KAP 4 feedback
Week 29	Brain and neuropsychology	Brain and neuropsychology	Revision
Week 30	Brain and neuropsychology	Brain and neuropsychology	Revision
	KAP 5	KAP 5
Week 31	Brain and neuropsychology	Brain and neuropsychology	Revision
	KAP 5 feedback	KAP 5 feedback	Paper 1: Mon 10/5 PM
Week 32	PPE Revision	PPE Revision	Revision
			Paper 2: Mon 17/5 PM
Week 33	PPE Revision	PPE Revision
May Half Term
Week 34	PPE Revision	PPE Revision
Week 35	PPE/ Social Influence	PPE/ Social Influence
Week 36	Social Influence	Social Influence
Week 37	Social Influence	Social Influence
Week 38	Social Influence	Social Influence
	PPE Feedback	PPE Feedback
Week 39	Social Influence	Social Influence

Knowledge and Skills

Year 10 Curriculum Guide

Through the year, students will have learnt the following key psychological concepts and knowledge:
Development	Memory	Psychological problems	Brain and Neuropsychology	Social Influence
Describe the structure and function of the developing brain, including the forebrain, midbrain, hindbrain, cerebellum and medulla, and explain how these regions influence behaviour and cognitive development. Explain Piaget’s Theory of Cognitive Development, including the sensorimotor, pre-operational, concrete operational and formal operational stages, and analyse how children’s thinking develops with age. Define and apply the concepts of schemas, assimilation, accommodation and equilibrium to explain how children construct knowledge through interaction with their environment. Explain Dweck’s Mindset Theory, distinguishing between fixed mindset and growth mindset, and evaluate the influence of praise, challenge, resilience and effort on learning and achievement. Understand Willingham’s Learning Theory, including the importance of factual knowledge, memory, retrieval practice, deliberate practice and cognitive challenge in successful learning. Explain Kohlberg’s Theory of Moral Development, including pre-conventional, conventional and post-conventional morality, and evaluate how moral reasoning changes throughout development. Compare biological, cognitive and learning explanations of development using psychological evidence. Analyse how developmental theories explain learning, behaviour and decision-making in real-world contexts. Evaluate the strengths and limitations of developmental theories using evidence from psychological research. Apply developmental theories to unfamiliar scenarios and justify explanations using specialist psychological terminology. Key studies: Piaget & Inhelder (1956) Three Mountains Task; Gunderson et al. (2013) Parent Praise and Growth Mindset.	Explain the Information Processing Model, including input, processing and output, and describe the processes of encoding, storage and retrieval. Describe and compare the Multi-Store Model of Memory, including the sensory register, short-term memory (STM) and long-term memory (LTM). Explain the role of attention and maintenance rehearsal in transferring information into long-term memory. Compare the capacity, duration and coding of STM and LTM using supporting psychological evidence. Explain reconstructive memory and analyse how schemas, expectations and cultural influences affect memory recall.Describe retrograde and anterograde amnesia, identifying causes, symptoms and the impact on everyday functioning. Evaluate cognitive explanations of memory using evidence from psychological research. Analyse how memory processes influence learning, eyewitness testimony and decision-making. Apply theories of memory to unfamiliar scenarios using specialist psychological vocabulary. Evaluate strengths and limitations of memory models and supporting research. Key studies: Bartlett (1932) War of the Ghosts; Peterson & Peterson (1959) Short-Term Memory Duration.	Describe the characteristics, symptoms and diagnostic features of unipolar depression and addiction. Explain how psychological disorders are classified using recognised diagnostic criteria and analyse changes in prevalence over time. Understand the impact of psychological disorders on individuals, families, communities and wider society. Explain genetic explanations of depression, including inherited vulnerability and biological predisposition. Explain cognitive explanations of depression, including negative schemas, cognitive bias and maladaptive thinking patterns. Describe learning theory explanations of addiction, including reinforcement and environmental influences on behaviour. Explain Cognitive Behavioural Therapy (CBT) as a treatment for depression, including cognitive restructuring and behavioural activation. Describe the use of drug therapies and psychological interventions to treat depression and addiction. Compare biological, cognitive and learning explanations of psychological disorders. Evaluate the effectiveness, strengths and limitations of treatments using psychological evidence. Apply explanations and treatments to unfamiliar case studies and justify recommendations using psychological terminology. Key studies: Caspi et al. (2003) 5-HTT Gene and Depression; Young (2007) CBT for Internet Addiction.	Identify and describe the structure and function of the frontal, parietal, temporal and occipital lobes, together with the cerebellum and their role in behaviour and cognition. Explain hemispheric lateralisation and the role of the corpus callosum in communication between the cerebral hemispheres. Analyse evidence for hemispheric specialisation, including differences in cognitive functioning between the left and right hemispheres. Describe the structure of a neuron, including dendrites, axon, myelin sheath and axon terminals. Explain synaptic transmission, including the role of neurotransmitters, receptors and the central nervous system in communication between neurons. Describe how damage to specific brain regions can affect behaviour, perception and cognition. Explain neurological conditions including visual agnosia, prosopagnosia and damage to the prefrontal cortex. Analyse how advances in neuropsychology and brain imaging have improved understanding of behaviour. Evaluate biological explanations of behaviour using evidence from psychological research and case studies. Apply knowledge of brain structure and function to unfamiliar neurological case studies. Key studies: Damasio et al. (1994) Phineas Gage; Sperry (1968) Split-Brain Research.	Define and apply the key concepts of obedience, conformity, deindividuation and the bystander effect. Explain the factors affecting bystander intervention, including personal factors such as empathy, altruism and personality, and situational factors such as diffusion of responsibility, social norms and the decision-making process. Understand explanations of conformity to majority influence, including compliance, internalisation and identification. Explain the role of normative and informational social influence in changing behaviour. Describe personality factors affecting conformity, including locus of control, age and gender. Explain situational factors affecting conformity, including group size, unanimity, presence of an ally and public versus private responses. Understand explanations of obedience to authority, including Agency Theory, Social Impact Theory and Social Power Theory. Explain personality factors influencing obedience, including authoritarian personality and locus of control. Describe situational factors affecting obedience, including proximity of the authority figure, legitimacy of authority and the presence of dissenting peers. Understand the behaviour of crowds through deindividuation, anonymity and collective behaviour. Explain how crowd behaviour may result in both pro-social and anti-social behaviour. Understand strategies to reduce blind obedience, including education, questioning authority and Reactance Theory. Evaluate explanations of conformity, obedience, bystander behaviour and crowd behaviour using evidence from psychological research. Apply theories of social influence to everyday situations, including schools, workplaces, emergency situations and society. Key studies: Piliavin et al. (1969) Good Samaritanism: An Underground Phenomenon?; Haney, Banks & Zimbardo (1973) Stanford Prison Experiment

Key psychological skills students will develop:

Students will develop the knowledge and skills required to: Recall, describe and define key psychological concepts, theories and terminology. Explain psychological theories, concepts and research using accurate psychological vocabulary. Apply psychological knowledge to unfamiliar scenarios and stimulus materials. Analyse psychological explanations of behaviour across the biological, cognitive, developmental and social approaches. Compare psychological theories and explanations using supporting evidence. Interpret psychological models, diagrams and graphical representations of data. Describe the aims, procedures, findings and conclusions of key psychological studies. Evaluate psychological theories and research using validity, reliability, ethics, objectivity, subjectivity and generalisability. Identify strengths and weaknesses of psychological explanations using evidence from research studies. Use psychological evidence to justify conclusions.

Year 11 Curriculum Guide

Through the year, students will have learnt the following key psychological concepts and knowledge:
Sleep and Dreaming	Criminal Psychology	Research Methods (not exclusively Year 11)
Describe the functions of sleep, including the restorative and evolutionary explanations for sleep. Explain the stages of sleep, including Rapid Eye Movement (REM) and Non-Rapid Eye Movement (NREM) sleep, and analyse the characteristics of each stage. Describe the sleep cycle, including changes in brain activity, muscle tone and dreaming throughout the night. Explain the role of circadian rhythms, ultradian rhythms and zeitgebers in regulating the sleep-wake cycle. Describe the role of melatonin and environmental cues, including light, in controlling biological rhythms. Explain the characteristics, causes and impact of insomnia and narcolepsy on behaviour and wellbeing. Compare psychological explanations of dreaming, including Freud’s Theory of Dreams and the Activation-Synthesis Theory. Distinguish between manifest content and latent content, and explain the role of dreamwork in Freud’s explanation of dreaming. Analyse how the Activation-Synthesis Theory explains dreaming through brain activity during REM sleep. Evaluate explanations of sleep and dreaming using psychological evidence and supporting research. Apply theories of sleep, dreaming and biological rhythms to unfamiliar scenarios using specialist psychological terminology. Key studies: Freud (1909) Little Hans (dream interpretation); Siffre (1975) Cave Study.	Explain learning theories as explanations of criminal and anti-social behaviour, including Operant Conditioning and Social Learning Theory. Describe and apply the principles of positive reinforcement, negative reinforcement, positive punishment and negative punishment in explaining behaviour. Distinguish between primary and secondary reinforcers and explain how reinforcement influences behavioural change. Explain Social Learning Theory, including the role of role models, modelling, identification, observational learning and vicarious reinforcement in the development of criminal behaviour. Compare learning theories with biological explanations of criminality. Explain Eysenck’s Theory of Personality, including extraversion, introversion, neuroticism and psychoticism, and evaluate how personality traits may influence criminal behaviour. Analyse the relationship between biological predisposition, environmental influences and criminal behaviour. Describe the purpose and effectiveness of different forms of punishment, including prison, community sentencing and restorative justice, in reducing recidivism. Explain the aims, processes and effectiveness of token economy programmes and anger management programmes in reducing criminal and anti-social behaviour. Evaluate explanations, punishments and rehabilitation programmes using psychological evidence and research. Apply theories of criminal behaviour to unfamiliar scenarios and justify conclusions using specialist psychological terminology. Key studies: Bandura, Ross & Ross (1961) Bobo Doll Study; Charlton et al. (2000) The St Helena Television Study	Understand the purpose of scientific investigation within psychology and explain how psychological research is used to develop and evaluate theories. Identify and distinguish between independent, dependent, extraneous and control variables. Construct and justify null and alternative hypotheses appropriate to psychological investigations. Compare independent measures, repeated measures and matched pairs experimental designs, evaluating their strengths and limitations. Describe and evaluate laboratory, field and natural experiments. Compare questionnaires, interviews, observations, case studies and correlations as methods of psychological investigation. Explain the characteristics, advantages and limitations of random, opportunity, volunteer and stratified sampling techniques. Understand the difference between quantitative and qualitative data, selecting appropriate methods of data collection. Calculate and interpret mean, median, mode and range to summarise research findings. Construct, interpret and evaluate bar charts, histograms, scatter graphs and frequency tables. Identify and interpret positive, negative and zero correlations, distinguishing clearly between correlation and causation. Explain the importance of reliability, validity, objectivity, ethics and generalisability in psychological research. Apply ethical principles, including informed consent, confidentiality, protection from harm, deception and the right to withdraw, when planning investigations. Analyse psychological investigations by evaluating methodology, identifying strengths and weaknesses, and suggesting realistic improvements. Interpret research findings and communicate conclusions using accurate psychological terminology and evidence-based reasoning.

Key psychological skills students will develop:

Students will further develop their ability to: Select and apply psychological theories to explain behaviour in unfamiliar contexts.Analyse and compare competing explanations of behaviour using psychological evidence.Evaluate psychological research using validity, reliability, ethics, objectivity, subjectivity and generalisability.Interpret quantitative and qualitative research findings.Evaluate treatments, interventions and rehabilitation programmes using supporting evidence.Construct extended responses using accurate psychological terminology.Apply psychological knowledge and understanding to stimulus materials.Analyse psychological investigations and draw justified conclusions.Make reasoned judgements based on psychological evidence.Synthesise knowledge from across the GCSE Psychology course when explaining behaviour.

Maths and psychological investigation skills the students will develop are:
Maths skills	Psychological investigation skills
Calculating and interpreting mean, median, mode and range. Calculating percentages and percentage change. Converting confidently between fractions, decimals and percentages. Using ratios and proportional reasoning to interpret psychological data. Constructing and interpreting bar charts, histograms, scatter graphs and frequency tables. Interpreting graphical and tabular representations of psychological data to identify patterns, relationships and trends. Identifying positive, negative and zero correlations. Distinguishing between correlation and causation when interpreting research findings. Interpreting normal distributions, including recognising positive and negative skew. Identifying anomalies and considering their impact when interpreting data. Selecting and applying appropriate mathematical techniques to support evidence-based conclusions. Presenting quantitative data accurately using appropriate tables and graphical formats.	Constructing clear, testable null and alternative hypotheses appropriate to psychological investigations. Identifying and distinguishing between independent, dependent, extraneous and control variables. Selecting and justifying appropriate research methods, including experiments, observations, questionnaires, interviews, case studies and correlations. Selecting and evaluating appropriate sampling techniques, including random, opportunity, volunteer and stratified sampling. Selecting appropriate experimental designs, including independent measures, repeated measures and matched pairs. Identifying appropriate control measures to improve the quality of investigations. Identifying both quantitative and qualitative data and understanding the strengths and weaknesses of each.Interpreting research findings using appropriate tables, graphs and charts. Understanding ethical principles and recognising the importance of following these in psychological investigations, including informed consent, confidentiality, deception, protection from harm and the right to withdraw. Analysing psychological investigations by identifying the aims, procedures, findings and conclusions of research studies. Evaluating psychological investigations using validity, reliability, applicability, ethics and generalisability. Identifying methodological strengths and limitations and suggesting realistic improvements to investigations. Interpreting research findings and drawing logical, evidence-based conclusions. Applying psychological knowledge and understanding to interpret stimulus materials and unfamiliar research scenarios. Using accurate psychological terminology to communicate research findings and justify conclusions.

Example Scheme of Work

Topic 5 – Social Influence

Unit Intent

5.1 Social Influence

In this unit, students explore how the presence, actions and expectations of other people can influence thoughts, feelings and behaviour. Students begin by investigating conformity to majority influence (5.1), examining how personality and situational factors affect whether individuals conform to group norms. They then study bystander intervention (5.2), exploring why people sometimes fail to help others and how both personality and situational factors influence helping behaviour.

Students develop their understanding of obedience to authority (5.3), considering why people obey authority figures and how personality and situational explanations can account for obedience. They then examine crowd behaviour and deindividuation (5.4), investigating how anonymity and group membership can influence both pro-social and anti-social behaviour. Students also consider methods of reducing blind obedience and encouraging independent thinking.

The unit includes detailed study of Piliavin et al. (1969) and Haney, Banks and Zimbardo (1973), enabling students to analyse key psychological research and evaluate its strengths and weaknesses. Understand the aims, procedures and findings (results and conclusions), strengths and weaknesses of: Piliavin et al (1969) Good Samaritanism: An Underground Phenomenon? and Haney, Banks, and Zimbardo (1973) A Study of Prisoners and Guards in a Simulated Prison Through these studies, students learn how psychologists investigate social behaviour and the ethical challenges involved in conducting research involving human participants.

Finally, students explore social and cultural issues in psychology (5.3.1), including the concepts of society, culture, individualist cultures and collectivist cultures. They apply theories and research from social influence to explain cultural differences in behaviour and evaluate the extent to which behaviour is shaped by social and cultural influences.

This topic develops students’ AO1 knowledge, AO2 application and AO3 evaluation skills while encouraging them to critically consider the influence of society, groups and authority on human behaviour.3.2 Studies

3.3 Issues and debates

Understand social and cultural issues in psychology, including:

Know the terms ‘society’ and ‘social issues’
Know the term ‘culture’

The use of content, theories, and research drawn from social influence to explain social and cultural issues in psychology

Prior Learning (KS2 and KS3)

Students may have explored rules, expectations and social norms within school communities. They may have considered the importance of teamwork, cooperation and helping others through PSHE, Citizenship and group-based learning activities. Students are likely to have encountered basic ideas relating to peer pressure, fairness, responsibility and decision-making. Within Science, students will have developed an understanding of evidence, observation and investigation. Students are unlikely to have studied conformity, obedience, bystander behaviour, deindividuation or social influence as psychological concepts.

Future Learning and Career Opportunities

This topic provides an important foundation for A Level Psychology, particularly Social Influence, Research Methods and Issues and Debates. It also supports progression into Sociology, Criminology, Health and Social Care, Law and Politics. Understanding how individuals are influenced by groups and authority figures is valuable in a wide range of careers, including psychology, education, policing, social work, criminal justice, youth work, human resources, marketing, business leadership and behavioural science. Students develop skills in communication, critical thinking, evaluation and decision-making that are transferable to many professional contexts

Opportunity for Character Awards (Learning, Leadership, Service, Participation)

Students demonstrate Learning through evaluating psychological evidence and challenging assumptions about human behaviour.
They develop Leadership by considering the responsibilities of authority figures and the impact leadership can have on others.
Opportunities for Service arise through discussions of helping behaviour, social responsibility and intervention in emergency situations.

Students demonstrate Participation through collaborative learning, debate, discussion and application of psychological ideas to contemporary social issues.

Tier 2 and 3 Vocabulary

Tier 2 Vocabulary: Influence, authority, behaviour, responsibility, pressure, cooperation, culture, society, majority, minority, participation, independence, leadership, intervention, decision-making, identity, persuasion, compliance, resistance and evaluation. Tier 3 Vocabulary: Conformity, obedience, deindividuation, bystander effect, diffusion of responsibility, social influence, normative social influence, informational social influence, internalisation, identification, compliance, collectivist culture, individualist culture, crowd behaviour, blind obedience, authority figure, situational factors, personality factors, agentic state, legitimate authority, social norms, pro-social behaviour, anti-social behaviour, field experiment, ecological validity, generalisability, demand characteristics, Stanford Prison Experiment and Subway Samaritan Study.

Misconceptions

Students often believe that conformity and obedience are the same process, when they involve different forms of social influence. Some assume that people conform because they agree with the majority, rather than recognising the role of normative and informational social influence. Others may incorrectly believe that the bystander effect proves people are uncaring, rather than understanding the role of situational factors. Students may also assume that deindividuation always results in anti-social behaviour, that crowds are inherently dangerous, or that obedience is determined solely by personality. Common misconceptions include believing that collectivist cultures remove personal freedom, that individualist cultures discourage cooperation and that psychological explanations mean behaviour is inevitable rather than influenced by multiple interacting factors.

Sequence of Learning	Learning Objectives / Outcomes	Activities/Task/AFL Inc. scaffold and challenge where appropriate.
L1: Bystander Intervention	5.2 Understand the factors affecting bystander intervention, including personal factors and situational factors. Lesson Objectives Define bystander intervention and the bystander effect.Distinguish between situational and personal factors that influence helping behaviour.Explain how different factors affect the likelihood of intervention in emergency situations.Apply psychological knowledge to examination-style scenarios.	Do Now: Students respond to a provocative question about whether they would help someone in an emergency and consider factors that may affect their decision. Engage: The Kitty Genovese Case – This immediately engages students with the central theme of the lesson and prepares them for the learning that follows. Video: play video of bystander apathy. Students learn the distinction between bystander intervention, which refers to helping behaviour, and the bystander effect, which refers to the influence of other people on helping behaviour. Through teacher explanation and questioning, students explore how social psychologists sought to explain why people sometimes fail to act when others are present. Situational Factors Affecting Helping Behaviour: Explore concepts such as diffusion of responsibility, ambiguity within a situation, perceived danger and the characteristics of the victim. Teacher questioning is used throughout to assess understanding and challenge misconceptions. Personal Factors Affecting Helping Behaviour: students explore the role of personality, mood, empathy, previous experiences and feelings of responsibility. Assessment for Learning: Assessment takes place through targeted questioning during discussion of the Genovese case, checks for understanding as students categorise factors as personal or situational, and whole-class feedback on application activities. Examination-style responses are reviewed and improved through teacher modelling and live feedback, allowing misconceptions to be identified and addressed immediately. Key Vocabulary: Bystander intervention, bystander effect, bystander apathy, situational factors, personal factors, diffusion of responsibility, emergency, intervention, helping behaviour, empathy and ambiguity. Potential Misconceptions: Students may believe that people who fail to help in an emergency are selfish, uncaring or immoral. They may not recognise that powerful psychological influences within a situation can reduce the likelihood of intervention. Students often confuse situational factors and personal factors, incorrectly categorising characteristics such as empathy or personality as features of the situation. Hinge Question Which statement best explains a situational factor affecting bystander intervention? A. Sarah helps because she is naturally a very caring person. B. Jack helps because he has volunteered for charities in the past. C. Emma does not help because there are many other people nearby who could intervene. D. Ali helps because he feels empathy for the victim. Correct Answer: C *Why?* This is a situational factor because Emma’s decision is influenced by the presence of other people. This is known as diffusion of responsibility, where individuals feel less personally responsible for helping when others are present. Apply It – Examination Practice: Students apply their knowledge to a range of GCSE-style scenarios including a car accident witnessed by office employees, charity fundraising by Salvation Army volunteers and a busy high street incident involving a collapsed individual. Students are guided through the process of decoding command words and identifying whether questions require personal or situational explanations before constructing written responses. This develops AO2 application skills and strengthens examination technique. Plenary: Students compare personal and situational explanations for helping behaviour and consider which factors may have influenced witnesses in the Kitty Genovese case.
L2: Piliavin et al (1969) – overview	Piliavin et al. (1969) Subway Samaritan Study (5.3) Learning Objectives Lesson Objectives: To understand the aims, procedure, findings and conclusions of Piliavin et al.’s Subway Samaritan study.To explain how Piliavin’s research supports situational explanations of bystander intervention.To apply knowledge of the study to GCSE examination questions.	Do Now: Present image of a train on the subway. As pupils to make inferences whilst writing down the definition for ‘samaritan’ Read To Us: A recap of the Kitty Genovese case and the bystander effect. Students consider whether people are more likely to help in a busy environment or when responsibility is clearly placed on one individual. Video and Teacher Explanation: Introduction to Piliavin et al.’s Subway Samaritan study, including the aims, field experiment procedure, victim conditions (cane and drunk), model conditions, findings and conclusions. Students explore why the study challenged traditional explanations of diffusion of responsibility and highlighted the importance of situational factors. POLS: Students revisit previous learning on bystander intervention before being introduced to the lesson objectives and success criteria. They complete a structured LENS summary sheet covering the aims, procedure, findings and conclusions of the study. Key terminology and examination command words are reviewed throughout. Apply It: Students answer GCSE-style questions focusing on the procedure, findings, conclusions. Application tasks require students to explain helping behaviour in novel scenarios using evidence from Piliavin’s research. Key take away message: The victim received significantly more help in the cane condition than in the drunk condition. Participants appeared more willing to help someone they perceived as genuinely ill rather than responsible for their own situation. Potential Misconceptions: Students may believe the study proved that the bystander effect does not exist. Some may confuse the cane and drunk victim conditions or incorrectly remember which victim received the most help. Students often assume the study investigated personality factors when its primary focus was situational influences on helping behaviour. Others may confuse the role of the model with the role of the victim. Maths Skills: Interpreting frequencies and percentages of helping behaviour. Comparing helping rates across conditions. Analysing quantitative findings from field experiments. Drawing conclusions from numerical data and identifying patterns in participant responses. Plenary: Students complete an examination-style application question explaining helping behaviour in a public setting using evidence from Piliavin et al.’s findings. They then self-assess against the success criteria and identify one key finding they must remember for the GCSE examination.
L3: Piliavin et al (1969) – evaluation	Piliavin et al. (1969) Subway Samaritan Study (5.3) Lesson Objectives: To understand the strengths and weaknesses of Piliavin et al.’s Subway Samaritan study.To evaluate the study using the GRAVED framework.To apply evaluation points to GCSE examination questions.	Do Now: How do the terms generalisability and ecological validity link to Piliavin et al?. Retrieval questions on the aims, procedure, findings and conclusions of Piliavin et al.’s study. Students recall the differences between the cane and drunk victim conditions and explain the key findings from the previous lesson. Read To Us: Students read a short summary of the study’s findings and consider whether the research was a fair and accurate investigation of helping behaviour. They discuss whether people behave differently in real-life emergencies compared to laboratory settings. Video and Teacher Explanation: The teacher revisits the key features of the study before introducing evaluation. POLS: Students revisit previous learning on bystander intervention and the key study before reviewing the lesson objectives and success criteria. They complete a structured GRAVED evaluation grid, examining the study’s Generalisability, Reliability, Application, Validity, Ethics and Data. Students identify evidence from the study to support each evaluation point and practise developing explanations. Apply It:Students complete GCSE-style evaluation questions, including 4-mark response. They use the GRAVED framework to construct balanced arguments and practise linking evidence from the study to strengths and weaknesses. Students also evaluate whether the findings can be applied to helping behaviour in modern society. Hinge Point Question: Which statement is the strongest reason why Piliavin et al.’s study has high ecological validity? A. The participants knew they were taking part in a psychology experiment. B. The study took place in a real-life environment where helping behaviour naturally occurred. C. The researchers used a large number of psychology students. D. The study was conducted in a laboratory under controlled conditions. Correct Answer: B *Why?* The study took place on a real New York subway, meaning participants were unaware they were being studied and behaved naturally. This increases ecological validity because the behaviour observed was likely to reflect real-life helping behaviour. Potential Misconceptions: Some may believe that all field experiments are ethical because they occur in real-world settings. Students often struggle to distinguish between generalisability and validity, or assume that a large sample automatically makes a study reliable. Others may find it difficult to support evaluation points with evidence from the study itself. An average of 43 passengers were present, yet helping behaviour still occurred, suggesting that the number of bystanders does not always reduce intervention in real-life emergencies. Maths Skills:Students interpret quantitative findings from the study, compare helping rates across conditions and use numerical data to support evaluation points. They consider sample size when discussing reliability and generalisability and interpret percentages and frequencies presented in the research findings. Plenary: Mini whiteboard – 6 word summary.
Lesson 4	Key Assessed Piece (KAP 1): Factors Affecting Bystander Intervention (5.1.2) Learning Objectives To demonstrate knowledge of the personal and situational factors that affect bystander intervention.To explain the role of diffusion of responsibility, pluralistic ignorance, noticing the event and the cost of helping.To apply understanding of bystander behaviour and key findings from Piliavin to GCSE-style examination questions.	Do Now: Retrieval questions focusing on key definitions from Social Psychology, including bystander intervention, personal factors and situational factors. Read To Us: Brief review of the mnemonic “Do People Not Care?” and how it helps students remember the four situational factors influencing helping behaviour: D – Diffusion of ResponsibilityP – Pluralistic IgnoranceN – Noticing the EventC – Cost of Helping Writing Task: Students complete the Key Assessed Piece independently under assessment conditions. Apply It: Students demonstrate AO1 knowledge and AO2 application through a range of GCSE-style questions based on real-life helping scenarios. Potential Misconceptions: Students may confuse personal factors with situational factors. Students often believe that people fail to help because they are uncaring rather than because responsibility is shared amongst a group. Some may misunderstand pluralistic ignorance and assume it refers to deliberately ignoring someone. Students may also struggle to distinguish between noticing an event and deciding whether intervention is required. The cost of helping is often interpreted only as financial cost rather than including danger, embarrassment, effort or time. Maths Skills: Interpreting numerical information relating to group size and helping behaviour. Analysing percentages and frequencies from psychological research. Comparing helping rates across different scenarios and drawing conclusions from data. Respond to feedback: live mark under the visualiser Plenary: Students reflect on their performance, identify areas requiring revision and review which factors affecting bystander intervention they feel most and least confident explaining.
L4 (part 2) Conformity 20 mins	5.1.3 Understand conformity to a majority influence and factors affecting conformity to majority influence, including: a. personality b. the situation	Do Now (solo- silence-5): Look at the images. Use them to help you write a definition for the word conformity OR write a sentence describing what it means if you conform? Read to Us: Conformity is the behaviour of following what the majority of people are doing. We often follow a crowd, possibly by dressing like our friends or buying the latest games because our peers have them. Conformity helps us fit into a social group. POLS: Introduce the terms identification, internalisation and compliance. Show poster and break down the words: Internal – inside O- on the outside your behaviour conform i- internal beliefs do not change AFL: Whiteboard Quiz: pupils are to identify which type of conformity is shown. Introduce the terms normative and informational social influence. Again, focus on the root words to help pupils to understand what they mean. Engage: Present pupils with the image from the Asch study. Have 5 confederates in the classroom, Video: Asch study Apply it: Pupils answer the exam questions based on conformity in Asch.
Lesson Five	Continued… Factors Affecting Conformity (Situational and Personality Factors) Learning Objectives To understand how situational factors influence levels of conformity.To explain the role of personality factors, including locus of control, in resisting or conforming to majority influence.To apply knowledge of factors affecting conformity to GCSE-style examination questions.	Do Now: Students complete a retrieval task reviewing prior learning on: The three types of conformity: compliance, identification and internalisation.Normative and informational social influence.Key findings and conclusions from Asch’s conformity research. Read To Us / Teacher Explanation: The lesson begins by introducing situational factors affecting conformity. Through teacher modelling and class discussion, students explore how variables such as group size, unanimity and task difficulty can increase or decrease conformity. Links are continually made back to Asch’s findings to strengthen understanding and retrieval of previous learning. POLS: Students complete a structured comparison grid summarising each situational factor, its effect on conformity and supporting evidence from Asch’s research. Key terminology is explicitly taught and rehearsed through questioning and partner discussion. Apply It: Students answer a GCSE-style application question requiring them to explain conformity using situational factors. Responses are self-assessed and improved using green pen reflection, allowing students to identify strengths and address misconceptions. Read To Us / Teacher Explanation: The lesson then moves on to personality factors affecting conformity, with a particular focus on locus of control. Students learn the difference between an internal locus of control and an external locus of control, exploring why some individuals are more likely to resist social pressure than others. POLS: Students use worked examples and scenario-based discussions to identify whether individuals demonstrate an internal or external locus of control. Misconceptions are addressed through targeted questioning and teacher modelling. Apply It: Students complete a second GCSE-style application task, explaining behaviour using personality factors. They then use green pen to improve their responses by incorporating key terminology and psychological evidence. Hinge Point Question: Which individual is least likely to conform to group pressure? A. Someone with an external locus of control who believes outcomes are controlled by luck. B. Someone who is uncertain and relies heavily on the opinions of others. C. Someone with an internal locus of control who believes they are responsible for their own actions. ✔️ D. Someone who wants approval from the majority group. Potential Misconceptions: Students may confuse situational factors with personality factors. Students often assume that conformity is caused solely by personality and overlook the influence of the social situation. Some may incorrectly believe that individuals with an internal locus of control never conform. Students may also confuse normative social influence with personality explanations of conformity. Plenary: Students complete an exit ticket – locus of control questionnaire
L6: Obedience to an authority figure (overview and Milgram)	Obedience to authority figures (5.1.4) Lesson objectives: To understand the concept of obedience and how it differs from conformity.To understand Milgram’s study of obedience to authority.To explain the findings and conclusions of Milgram’s research.To apply knowledge of obedience to GCSE examination question	Do Now: Rank different authority figures (teacher, police officer, doctor, parent) from most to least influential and justify their choices. Read To Us: Introduction to obedience and authority. Students discuss situations in which people obey instructions they may not personally agree with. Teacher introduces the concept of legitimate authority. Video and Teacher Explanation: Students are introduced to Milgram’s obedience study, including the background of the Holocaust and the trial of Adolf Eichmann. The aims, procedure, findings and conclusions are explored. Students learn about the learner, teacher and experimenter roles, the shock generator and the finding that 65% of participants delivered the maximum voltage. POLS: Read text book and highlight (engage) Apply It: Students answer GCSE-style questions on the procedure, findings and conclusions of Milgram’s research. Application tasks require students to explain obedience in everyday situations using evidence from the study. Hinge Point Question: Milgram concluded that people obey authority figures because: A. They enjoy hurting others. B. Situational factors can be powerful influences on behaviour. ✅ C. Intelligence determines obedience. D. Personality is the only explanation for obedience. Key Take Away Message: Many ordinary people will obey an authority figure even when doing so causes distress to another person. Potential Misconceptions: Students may believe participants actually received electric shocks. Others may assume Milgram showed that all people obey authority all the time. Maths Skills: Interpreting percentages, analysing obedience rates and comparing findings across studies. Plenary:Students explain one reason why Milgram’s findings were surprising and significant
L7: Obedience to an authority figure – other factors and personality factors	Obedience to authority figures (5.1.4) Lesson objectives: To understand situational explanations of obedience.To understand personality explanations, including the authoritarian personality.To apply these explanations to real-life scenarios.	Do Now: Retrieval questions on Milgram’s study, including the 65% obedience rate and the role of the experimenter. Read To Us: Students recap Milgram’s findings before considering why some people obeyed whilst others resisted. Read To Us: Teacher introduces situational factors affecting obedience, including proximity, location and authority. Students then learn about Adorno’s authoritarian personality theory and how upbringing may influence obedience. POLS: Students complete their booklet -situational explanations and personality explanations. Key terms including proximity, authority, authoritarian personality and strict parenting are explicitly taught. Apply It: Students apply situational and personality explanations to a range of scenarios. They decide whether obedience is best explained by the situation, personality, or a combination of both. Hinge Point Question: Which explanation would suggest that obedience occurs because of characteristics developed during childhood? A. Proximity B. Legitimate authority C. Authoritarian personality D. Agentic state Key Take Away Message: Obedience can be explained by both the situation a person is in and aspects of their personality. Potential Misconceptions: Students may think personality explanations mean behaviour can never change. Others may assume Milgram only investigated personality factors. Plenary: Students write a judgement explaining whether situational or personality factors provide the stronger explanation of obedience.
L8: Understand ways to prevent blind obedience	5.1.6 Understand possible ways to prevent blind obedience to authority figures Lesson Objectives: Identify methods that can reduce blind obedience to authority figures. Explain why these methods are effective in reducing obedience. Evaluate ways of reducing blind obedience by applying psychological knowledge to real-life situations.	Do Now: Students recall three findings from Milgram’s research and predict ways obedience might be reduced. Read To Us: Teacher revisits Milgram’s findings before introducing the concept of resisting authority. Read To Us: Students learn about factors that reduce obedience, including increasing awareness of social influence, encouraging personal responsibility, exposing individuals to dissenting role models and promoting critical thinking. POLS: Students complete a structured note sheet identifying methods of reducing obedience and explaining why each may be effective. Key terminology such as resistance, personal responsibility, dissent and independent thinking is reviewed. Hinge Point Question: Which factor is most likely to reduce blind obedience? A. Increasing the status of the authority figure. B. Encouraging individuals to take personal responsibility for their actions. ✅ C. Making instructions more direct. D. Reducing opportunities for discussion. Apply It: Students evaluate different methods for reducing blind obedience and apply them to real-life situations such as workplaces, schools and society. GCSE-style evaluation questions are completed and peer assessed. Extension: Students create a three-point guide explaining how society can reduce blind obedience while still maintaining appropriate authority structures. Key Take Away Message: Blind obedience can be reduced when people are encouraged to think critically, question authority and take responsibility for their actions. Potential Misconceptions: Students may believe that obedience is always harmful or that questioning authority is always appropriate. Others may confuse resistance to authority with disobedience in all situations. Plenary: Blind obedience – six-word summary
L9: Haney, Banks and Zimbardo (1973) – overview	Zimbardo et al. (1973) Stanford Prison Experiment – Deindividuation (5.4) Learning Objectives To understand the background, aims, procedure, findings and conclusions of Zimbardo et al.’s Stanford Prison Experiment.To explain how the study demonstrates the role of deindividuation in aggressive and anti-social behaviour.To evaluate the strengths and weaknesses of the research.To apply knowledge of the study to GCSE examination questions.	Do Now: Display an image of a prison guard standing over prisoners. Students write down three words that describe how each person might feel. They then complete a retrieval question defining deindividuation. Video and Teacher Explanation: Introduction to Zimbardo et al.’s Stanford Prison Experiment. Students learn about the background to the study, including concerns about brutality in prisons and the influence of social roles. Read To Us and POLS: Complete a structured LENS summary sheet covering the background, aims, procedure, findings and conclusions of the study. Key terminology such as deindividuation, social roles, anonymity and institutionalisation is explicitly taught and reviewed throughout the lesson. Apply It: Students answer GCSE-style questions focusing on the aims, procedure, findings and conclusions of the study. Application tasks require students to explain behaviour in real-life situations, such as crowd behaviour, online trolling or football hooliganism, using deindividuation and evidence from Zimbardo’s research. They then self-assess against the success criteria and identify one key finding and one evaluation point they must remember for the GCSE examination. Which statement best explains how the Stanford Prison Experiment supports the idea of deindividuation? A. Participants behaved aggressively because they were naturally aggressive people. B. Participants changed their behaviour because the uniforms and social roles reduced their sense of personal identity. ✅ C. Participants obeyed direct instructions from Zimbardo to mistreat the prisoners. D. Participants knew the study was not real, so they behaved normally. Correct Answer: B Why? The guards wore uniforms, reflective sunglasses and were given positions of authority, while prisoners were identified by numbers rather than names. This reduced individual identity and increased anonymity, contributing to deindividuation and the development of aggressive behaviour. Key Take Away Message: The study demonstrated that people may behave in ways they normally would not when they lose their sense of personal identity. The anonymity created by uniforms, roles and group membership contributed to guards displaying aggressive behaviour towards prisoners. Potential Misconceptions: Some may confuse deindividuation with obedience or assume that personality factors played no role whatsoever. Students often incorrectly believe the experiment lasted the planned two weeks when it was actually stopped after six days. Plenary: Six word summary
L10: Haney, Banks and Zimbardo (1973) – evaluation	Zimbardo et al. (1973) Stanford Prison Experiment – Deindividuation (5.4) Learning Objectives To evaluate the strengths and weaknesses of the research.To apply knowledge of the study to GCSE examination questions.	Do Now: Students complete four retrieval questions on the aims, procedure, findings and conclusions of the Stanford Prison Experiment. They then answer a quick true-or-false question: “The study lasted the full two weeks as originally planned.” Read To Us: Teacher explanation of the strengths and weaknesses of the study. Strengths include the realistic prison environment, detailed observations and the contribution the study made to understanding social roles and deindividuation. Weaknesses include ethical issues, demand characteristics, researcher bias and difficulties generalising findings beyond a small sample of American male students. POLS: Students complete a structured GRAVED analysis of the study: Key terminology such as ecological validity, demand characteristics, researcher bias, generalisability and ethical issues is explicitly revisited throughout the lesson. Students identify evidence from the study to support each evaluation point. make it harder Hinge Point Question A psychologist argues that Zimbardo’s findings may lack validity because participants behaved according to their expectations of how guards and prisoners should act. Which evaluation issue is the psychologist describing? A. Low reliability because the study would be difficult to replicate. B. Demand characteristics because participants may have acted according to stereotypes rather than naturally. ✅ C. Low generalisability because the sample only included male students. D. Ethical issues because participants experienced psychological harm. Correct Answer: B Why? Demand characteristics occur when participants alter their behaviour because they have guessed the aim of the study or believe they should behave in a particular way. Critics argue that some participants may have acted according to stereotypes of guards and prisoners, reducing the study’s internal validity. Apply It: Students answer GCSE-style evaluation questions, including: Explain one strength of Zimbardo’s study.Explain one weakness of Zimbardo’s study.Discuss whether the findings can be generalised to real prisons.Apply knowledge of deindividuation and social roles to a novel scenario. Students then improve a model answer using green pen and examiner feedback. Potential Misconceptions:Students may believe that ethical issues automatically make research invalid. Some may confuse validity with reliability or assume that all participants behaved aggressively. Others may think that demand characteristics completely disprove the findings rather than simply reducing confidence in the conclusions. Students often confuse ecological validity with generalisability. Maths Skills: Interpreting sample size and participant demographics. Analysing frequencies of observed behaviours. Evaluating the representativeness of a sample. Drawing conclusions from qualitative and quantitative evidence. Plenary:Although Zimbardo’s study provided important evidence for the power of social roles and deindividuation, significant ethical issues and questions about validity mean its conclusions should be treated with caution. Would this experiment be able to go ahead today? Why/ Why not?
Lesson 11	5.1.5 Understand the behaviour of crowds and the individuals within them and the effect of collective behaviour, including: a. pro- and anti-social behaviour Lesson Objectives Describe how people may behave differently when they are part of a crowd, including pro-social and anti-social behaviour.Explain how deindividuation and anonymity can influence behaviour within crowds.Apply psychological theories of crowd behaviour to explain real-life examples and evaluate their strengths.	Do Now: Students examine images of different crowds (concert, football match, protest, queue) and identify possible behaviours associated with each. Read To Us: Discussion of how people may behave differently when they are part of a large group. Students consider both positive and negative examples of crowd behaviour. Video and Teacher Explanation: Teacher introduces theories of crowd behaviour, focusing on deindividuation, anonymity and reduced personal responsibility. Students explore examples of crowd behaviour from sporting events, protests and public celebrations. Links are attached to student booklets ready for Google Classroom. POLS: Students complete a concept map linking crowd behaviour to anonymity, social roles, group identity and deindividuation. Key terminology is reviewed throughout. Hinge Point Question: Why might an individual behave differently in a large crowd? A. Crowds increase intelligence. B. Crowds remove all personal responsibility. C. Anonymity can reduce self-awareness and increase deindividuation. ✅ D. Crowds always encourage aggression. Key Take Away Message: People may behave differently in crowds because anonymity and group membership can reduce self-awareness and increase deindividuation. Apply It: Students analyse case studies involving crowd behaviour and explain actions using psychological concepts. They answer GCSE-style application questions. Potential Misconceptions: Students may believe crowds are always dangerous or aggressive. Others may assume deindividuation always leads to anti-social behaviour. Maths Skills: Interpreting numerical information from crowd studies and analysing behavioural trends. Plenary: Students explain one positive and one negative consequence of deindividuation in crowds.
Lesson 12	KAP 2 – Section E Assessment (16 Marks) Learning Objectives To demonstrate knowledge and understanding of social influence concepts studied throughout Topic 5.To apply psychological theories, studies and key terminology to examination questions.	Do Now: Students complete a retrieval grid covering key concepts from Topic 5, including conformity, obedience, bystander intervention, deindividuation and crowd behaviour. Students are reminded of the command words and assessment objectives used within Section E. Read To Us: Students revisit key terminology from the unit, including obedience, deindividuation, bystander effect, authority, situational factors and personality factors. Students examine the assessment objectives and discuss what examiners are looking for in successful answers, including accurate psychological knowledge, application, explanation and evaluation. Apply It: Psychology Section E examination question under timed conditions (20 minutes). Students work independently in silence to replicate examination conditions and demonstrate their understanding of the topic. Mark under the visualiser as a class.
Lesson 13	Lesson 13: Issues and Debates – Applying Social and Cultural Issues to a 9-Mark Question (Part 1) Learning Objectives ● To apply knowledge of social and cultural issues to an Edexcel Psychology 9-mark question. ● To use evidence from social influence theories and studies to support arguments. ● To construct a well-developed extended response using examination techniques.	Do Now: Students complete retrieval questions on conformity, obedience and bystander behaviour. They then respond to the statement: “People should always put the needs of the group before their own needs.” Students vote and justify their answer. Read To Us: Teacher introduces the key terms society, social issues and culture. Students explore how cultural norms influence behaviour and expectations within different societies. Teacher introduces individualist and collectivist cultures. Students examine examples of countries and behaviours associated with each culture. Links are made to social influence research, particularly how conformity may be stronger in collectivist cultures due to the value placed on group harmony. Hinge Point Question: Which statement best describes a collectivist culture? A. Individuals are encouraged to prioritise personal goals over group goals. B. Individuals are encouraged to place the needs of the group above their own interests. ✅ C. Individual success is always more important than cooperation. D. Social norms have little influence on behaviour. Why? Collectivist cultures emphasise group harmony, cooperation and shared responsibility. Individuals are more likely to consider the needs of the wider group when making decisions. POLS: Students create a comparison table exploring: ● Individualist cultures ● Collectivist cultures ● Similarities and differences ● Links to conformity and obedience Key terminology including culture, social norms, individualism, collectivism, conformity and social influence is explicitly taught and revisited throughout the lesson. Apply It: Students analyse short scenarios and identify whether behaviour reflects an individualist or collectivist culture. They then explain how social influence theories can account for the behaviours observed. Key Take Away Message: Culture influences behaviour. People from collectivist cultures may be more likely to conform because maintaining group harmony is highly valued. Potential Misconceptions: Students may assume all people within a culture behave in the same way. Others may believe that individualist cultures discourage cooperation completely or that collectivist cultures remove personal choice. Plenary: Students write a summary explaining how culture may influence conformity and obedience.
Lesson 14:	Lesson 13: Issues and Debates – Applying Social and Cultural Issues to a 9-Mark Question (Part 2) Learning Objectives ● To apply knowledge of social and cultural issues to an Edexcel Psychology 9-mark question. ● To use evidence from social influence theories and studies to support arguments. ● To construct a well-developed extended response using examination techniques.	Do Now: Students complete a retrieval grid on society, culture, individualist cultures, collectivist cultures and social influence research. Read To Us: Teacher revisits the requirements of a 9-mark Issues and Debates question. Students identify the assessment objectives and discuss what examiners are looking for in successful responses. I Do: Teacher models a 9-mark response under the visualiser. The answer demonstrates how to: Key command words and examination terminology are explicitly reviewed. ● Define key terms. ● Use evidence from social influence research. ● Explain links between culture and behaviour. ● Develop points fully using psychological terminology. Students annotate the model answer to identify what makes it successful. We Do: Teacher and students jointly construct a second response. Students suggest evidence, explanations and links while the teacher models effective exam technique and paragraph structure. You Do: Students independently complete a 9-mark examination question on social and cultural issues in psychology. Students use a planning scaffold before writing their response. Hinge Point Question: A student writes extensively about Asch’s conformity study but never refers to culture. Why is this unlikely to achieve full marks on a 9-mark social and cultural issues question? A. Asch is not part of the specification. B. The answer lacks evaluation. C. The response does not directly address the cultural aspect of the question. ✅ D. The study is too old to be relevant. Why? The question requires students to apply social influence research to social and cultural issues. Describing a study alone is insufficient without explaining how culture influences behaviour. Potential Misconceptions: Students may think that naming a study is enough to gain high marks. Others may confuse social issues with cultural issues or fail to link evidence back to the question. High-level responses do more than describe research. They explicitly connect psychological evidence to social and cultural issues. Plenary: Students self-assess their 9-mark response using examiner success criteria. They identify one strength, one target and one piece of psychological evidence they could use more effectively in future examination answers.

RSE and Health Education

within the Psychology Curriculum

Relationships and Sex Education (RSHE)

Psychology supports the RSE curriculum by providing students with an evidence-based understanding of behaviour, wellbeing and human development. Students explore how psychological factors influence relationships, personal choices and emotional health, enabling them to develop greater self-awareness and understanding of others. Learning about depression and addiction helps students recognise how mental health can affect relationships, decision-making and quality of life. The study of behavioural addictions reinforces wider RSE messages about risk, responsibility and accessing support when needed. Through Sleep and Dreaming, students gain an appreciation of the relationship between biological processes, emotional wellbeing and healthy lifestyle choices. Across the curriculum, students are encouraged to think critically, evaluate evidence and challenge stereotypes and misconceptions. These skills help them make informed, responsible and healthy decisions as they prepare for further education, employment and adult life.

Health Education

Psychology makes a significant contribution to Health Education by enabling students to understand how thoughts, emotions and behaviours influence wellbeing, physical health and decision-making. Within the curriculum, students develop a scientific understanding of mental health and learn how psychological theory can be applied to everyday life. In Sleep and Dreaming, students explore the importance of sleep for learning, emotional regulation and overall health. This supports students’ understanding of healthy lifestyles and the factors that promote positive mental wellbeing. When studying Psychological Problems, including depression and addiction, students examine the characteristics, causes and effects of poor mental health and consider how psychological difficulties can affect individuals, relationships and society. Behavioural addictions, including gambling, are explored as examples of maladaptive behaviour, helping students understand risk factors, consequences and approaches to treatment. The curriculum also introduces self-harm and suicidal ideation as potential symptoms associated with depression, promoting awareness of psychological distress and the importance of seeking support. Throughout the course, students develop empathy, challenge misconceptions surrounding mental ill health and gain the knowledge needed to make informed decisions about their own health and wellbeing.