Key theme: Describe and evaluate Starter Video clip: What would students do? Debate Students to Assessment 9 – – – Responses to people Piliavin et (1969) study. justify why the four social Combined Sections A, al’s OCR resource: Pilavin et al Subway Samaritan, students to in need (A) studies could be B, and C for all areas, Describe and evaluate create a roleplay of Pilavin setting classroom up to look like a considered to be have debates and all studies. Piliavin et al (1969) Levine et al;s (2001) study. subway and to demonstrate results for drunk/ill victim. ethical considerations Levine et al (2001) Describe the studies in their OCR resource: , Students highlight and annotate, and link to and links to pair. Social area individual/situational Apply studies to social area. Students to complete evaluation and venn diagram. debate. OCR resource: , Core studies overview and how they provide new understandings of behavior. 10 Behaviourist Describe and evaluate the Starter Students to create a mind map of how to change Apply behaviourist Homework Students to – – perspective (Section Behaviourist perspective. behavior (such as with children in schools or with pets) principles to article: OCR find their own example B) resource: of where behaviourism Describe and evaluate the Make links to observations method (component 1). Video clip has been useful in Usefulness of Usefulness of research on classical and operant conditioning: society, research (Section B) debate. OCR resource: ,, Behaviourist perspective. Practical application Apply behaviourist OCR resource: , Component 2, Areas and Perspectives in a (Section C) psychological knowledge to nutshell. scenarios. OCR resource: , debates.
9 Key theme: Responses to people in need (A) Piliavin et al (1969) Levine et al (2001) Describe and evaluate Piliavin et al’s (1969) study. Describe and evaluate Levine et al;s (2001) study. Describe the studies in their pair. Apply studies to social area. Starter – Video clip: What would students do? OCR resource: Pilavin et al Subway Samaritan, students to create a roleplay of Pilavin setting classroom up to look like a subway and to demonstrate results for drunk/ill victim. OCR resource: , Students highlight and annotate, and link to Social area Students to complete evaluation and venn diagram. OCR resource: , Core studies overview and how they provide new understandings of behavior. Debate – Students to justify why the four social studies could be considered to be have ethical considerations and links to individual/situational debate. Assessment – Combined Sections A, B, and C for all areas, debates and all studies. 10 Behaviourist perspective (Section B) Usefulness of research (Section B) Practical application (Section C) Describe and evaluate the Behaviourist perspective. Describe and evaluate the Usefulness of research debate. Apply behaviourist psychological knowledge to scenarios. Starter – Students to create a mind map of how to change behavior (such as with children in schools or with pets) Make links to observations method (component 1). Video clip on classical and operant conditioning: OCR resource: ,, Behaviourist perspective. OCR resource: , Component 2, Areas and Perspectives in a nutshell. OCR resource: , debates. Apply behaviourist principles to article: OCR resource: Homework – Students to find their own example of where behaviourism has been useful in society,
402560-a-level-scheme-of-work.docx