1. Can it really be so simples???
Do now: write a sentence on what you think our learning objective will be today based on the visual learning journey:
They haven’t even considered the unconscious mind, or the mind at all for that matter!!
Can it really be so simples???
Put peer assessed work on desks.
Song: drugs dont work

2. Learning Objective: To evaluate the biological approach
(ALL) will be able to show basic knowledge of evaluative points for the biological approach (average answers, D grade)
(MOST) will be able to explain at least 2 evaluative comments in detail (good answers, C-B grade)
(SOME) will be able to show logical arrangement of several detailed evaluative comments and will include comparisons in terms of key assumptions, methods and the debates (very good answers, A-A* grade)
Link to the bigger picture – how does lesson this fit in?

3. Final Review What went well today? What do you still want to know?
This was the final slide from last lesson. What did you still want to know?
Final Review
What went well today?
What do you still want to know?
‘ I want to know what the key terms are to include them in my answers’
‘I want to know the strengths and the weaknesses’
Anything else?
Opportunity to review any misconceptions / problems from the previous lesson. Ask more able students from the relevant expert groups to re-cap any points which have arisen from the post-it note review.
Praise for peer marking and target setting. Make part of homework to review answer in full.

4. The Key Terms Chromosomes ‘comparative method’ innate
natural selection
Sexual selection
rooting reflex
neuron
central nervous system
Selective breeding
EEG scans
MRI scans

5. A reminder: this is what was expected for the answer – part of your homework will be to IMPROVE your answer to this q!
PEER ASSESSMENT
(ALL) basic knowledge of the key features of the biological approach (D – average answers) 1 mark
(MOST) explain the key features of the biological approach and use key terms (C-B – good answers) 2-3 marks
(SOME) accurately explain the key features of the biological approach in detail and use key terms effectively to help me explain my point (A – very good answers) 4 marks
Re-cap of marking criteria to highlight for homework task.

6. Today you are working in your HOME groups
Working in groups helps you and everyone else in the group to learn better
It will take time to get used to your group
It is everyone’s responsibility to make sure everyone is involved in every decision
Today our group work will focus on EVALUATION of the biological approach

7. HOME GROUPS – 12A GROUP 1 GROUP 2 Devon - 1 Katie B -1 Katie H - 2
Demi - 3
Joe - 4
Louise - 3
GROUP 2
Katie B -1
Danielle -2
Christy - 3
Emma - 4
Clare - 5
GROUP 3
Emily M -1
Chloe -2
Olivia -3
Jake - 4
Macauley - 1
GROUP 4
Caragh - 1
Sarah -2
Brittany - 3
James-2
Kacey - 4
Differentiation: home groups are in similar ability groups, expert groups each contain one higher ability student – the focus on GROUP success should ensure peer support with more challenging concepts. Each expert group will have q cards in case they need to ask a question as well as ‘prompts’ in the form of meta cognition.

8. HOME GROUPS – 12D GROUP 1 Alice -1 Danielle - 2 Lucy - 3 Charis - 4
Megan F - 1
Louise - 2
Abbey - 3
Faith - 4
GROUP 3
Munashe -1
Sophie -2
Aidan - 2
Emily – 3
Becka - 4
GROUP 4
Mark - 1
Niamh - 3
Megan C - 2
Chloe - 4
GROUP 5
Helena – 1
Mary-Jane – 2
Jennifer - 3
Ehlana - 4
Differentiation: home groups are in similar ability groups, expert groups each contain one higher ability student – the focus on GROUP success should ensure peer support with more challenging concepts. Each expert group will have q cards in case they need to ask a question as well as ‘prompts’ in the form of meta cognition.

9. HOME GROUPS – 12C GROUP 1 Jess - 1 Emma - 2 Callum - 3 Amber - 4
Jemma -1
Rebecca -2
Beth R - 3
Amy - 4
GROUP 3
Beth J - 1
Kate - 3
Abbi - 2
Alex - 4
GROUP 4
Katie - 1
Beth K - 2
Luke - 3
Chris -4
GROUP 5
Danny - 1
Lewis - 2
Chloe -3
Alana - 4
Differentiation: home groups are in similar ability groups, expert groups each contain one higher ability student – the focus on GROUP success should ensure peer support with more challenging concepts. Each expert group will have q cards in case they need to ask a question as well as ‘prompts’ in the form of meta cognition.

10. Your Evaluation Challenge
FACT: the difference between a student who gets a B and a student who gets an A is that the student who got the A just wanted it more. You’ve got to WANT it and WORK for it!
THE BRILLIANT OUTCOME: to be able to evaluate at an A/A* grade level:
(SOME) will be able to show logical arrangement of several detailed evaluative comments and will include comparisons in terms of key assumptions, methods and the debates (very good answers, A-A* grade)

11. Evaluation Challenge: Explained
Each group has a pack of information which will enable you to meet today’s brilliant outcome
D.A.W.C.S is our acronym for today – WHY??
Each aspect of DAWCS that you include carries a points value. The team who reach the brilliant outcome AND work the best as a team will be today’s winners

12. Success Criteria
‘Describe and evaluate the biological approach in psychology. Refer to one other approach in your answer’ (10 marks)
You are going to put together the evaluation points from this exercise, as you go along, in order to provide a perfect A02 only component to this answer. You will mark each other’s in the review of the lesson.

13. REVIEW TIME
1. Where are you up to at the moment – decide as a group...
1 evaluation point, in brief (D grade)
1 evaluation point which is fully explained or 2 evaluation points which are not quite fully explained (good answers C grade)
At least 2 evaluative comments in detail (good answer B grade).
Several (3 minimum) logically arranged evaluative comments including comparison (of strengths / weaknesses / methods) and the debates (very good answer A grade)
Several (4 minimum) logically arranged evaluative comments including comparison (of strengths / weaknesses / methods) and the debates (very good answer A* grade)

14. PEER MARKING – TARGETS?
The answers shows basic (brief) knowledge of at least 1 evaluative point for the biological approach (average answer D grade)
The answer shows at least 2 evaluative comments in detail (good answer B grade). The answer shows 1 evaluation point which is fully explained or 2 evaluation points which are not fully explained (good answers C grade)
The answer shows logical arrangement of several (at least 3) detailed evaluative comments and will include comparisons in terms of key assumptions, methods and the debates (very good answers, A = (3 well explained) A* = (4 well explained))

15. Post-its: AS A GROUP
What has gone well for your group during today’s lesson?
What has got in the way / could have gone better?
Stick them on the door as you leave!!

16. HOMEWORK Short answer questions on the BIO approach
On St marys psy web
Due NEXT LESSON

17. Learning Objective: To evaluate the biological approach
(ALL) will be able to show basic knowledge of evaluative points for the biological approach (average answers, D grade)
(MOST) will be able to explain at least 2 evaluative comments in detail (good answers, C-B grade)
(SOME) will be able to show logical arrangement of several detailed evaluative comments and will include comparisons in terms of key assumptions, methods and the debates (very good answers, A-A* grade)