Scheme of work – Year 12 AS – PSYA1 & PSYA2
Year: 2014
Teaching weeks: 30
Teaching hours per week: 4 hours
Total teaching ...
Pupil Outcomes:
• All students will be able to describe concepts, theories and studies in relation
Psychological topics
• ...
Abnormality (Unit 2)
Learning
Objectives
Learning
Outcomes/
Success
Criteria
T & L activities
To know the
‘deviation from
...
Consolidation
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Reveal:
Collaborate: Students should practise applying the definiti...
Learning objective: To understand the key concepts behind an experiment such as directional and non-
directional hypothesi...
Learning Objective: To know the different ethical issues raised in Psychological research. TO
understand how to deal with ...
To learn the
Psychodynamic
therapies that treat
psychopathological
disorders
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Reve...
To learn the
Cognitive
explanations of
psychopathological
disorders
GRADE A
GRADE B
GRADE C
GRADE D
Starter: Watch YouTube...
Learning Objective: To know the different types of experimental design. To understand the advantages
and disadvantages of ...
To learn the
definitions of
duration,
encoding and
capacity
To understand
research into the
duration of STM
and LTM
GRADE ...
To understand
the structure of
the MSM
To learn
evidence that
supports the
distinction
between STM
and LTM
GRADE A
GRADE B...
To know the
mark scheme
and success
criteria for
PSYA1 –
cognitive
psychology Unit
in order to
apply
understanding
to impr...
To know
evidence for the
different
components of
the WMM
To understand
how this
evidence
supports the
WMM
To know the
stre...
To understand
how age can
affect accuracy
of EWT
To know how
to describe and
evaluate
research that has
investigated the
a...
To understand
what the
cognitive
interview is
To learn
research to
support the
cognitive
Interview
To understand
the diffe...
To understand the process involved when conducting an experiment
Students are to in pairs/small groups’ device and conduct...
Learning Objectives: To understand what a correlational study is and knows how to conduct one. To
know the strengths and l...
To be able to
define conformity
and distinguish
between
compliance and
internalization
(A01)
To know Asch’s
research into
...
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Reveal:
Collaborate:
Embed:
Plenary:
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Rev...
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Reveal:
Collaborate:
Embed:
Plenary:
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Rev...
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Reveal:
Collaborate:
Embed:
Plenary:
GRADE A
GRADE B
GRADE C
GRADE D
Starter:
Rev...
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  1. 1. Scheme of work – Year 12 AS – PSYA1 & PSYA2 Year: 2014 Teaching weeks: 30 Teaching hours per week: 4 hours Total teaching hours: 120 hours Exam dates: PSYA1 – 13th June 2014 PSYA2 – 20th June 2014 Learning objectives • Develop knowledge and understanding of concepts, theories and studies in relation Psychological topics • Develop skills of analysis, evaluation and application in relation to Psychological topics • Develop knowledge and understanding of Research Methods associated with these areas of psychology • Develop knowledge and understanding of ethical issues Knowledge and understanding of Research Methods should be developed through: • Undertaking practical research activities involving collection, analysis and interpretation of qualitative and quantitative data • Analysis and evaluation of studies relevant to each area of psychology in this unit. Topics Covered: • Cognitive psychology, including memory and eyewitness testimony • Developmental psychology, including early social development, attachment and the effects of day care • Biological psychology, including stress as a bodily response and stress in everyday life • Social psychology, including social influence and social influence in everyday life • Individual Differences, including defining and explaining psychological abnormality and treating abnormality • Research methods, in the context of the topic areas.
  2. 2. Pupil Outcomes: • All students will be able to describe concepts, theories and studies in relation Psychological topics • All students will be able to analyse, evaluate and apply their knowledge of concepts, theories and studies in in relation to Psychological topics • All students will be able to apply their knowledge of research to investigating unfamiliar situations Assessment objectives: AO1: Candidates should be able to: (a) recognise, recall and show understanding of psychological concepts, theories & research (b) select, organise and communicate relevant information in their written work AO2: Candidates should be able to: (a) analyse and evaluate Psychological concepts, theories and research (b) apply their knowledge to explain or analyse unfamiliar situations (c) assess the validity, reliability and credibility of psychological research AO3: Candidates should be able to: (a) describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods (b) know how to make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy, through using primary and secondary sources (c) Analyse, interpret, explain and evaluate the methodology, results and impact of others’ experimental and investigative activities in a variety of ways.
  3. 3. Abnormality (Unit 2) Learning Objectives Learning Outcomes/ Success Criteria T & L activities To know the ‘deviation from social norms’ definition of abnormality To understand how different types of abnormal behaviour can be described as deviating from social norms, but also some of the problems with their explanations GRADE A GRADE B GRADE C GRADE D Starter: Is the behaviour abnormal or not? Reveal: Group discussion on celebrity behaviour- feedback to class. Teacher lead explanation using power point with intergraded discussion Collaborate: Embed: Plenary: To know the ‘failure to function adequately’ and ‘deviation from ideal mental health’ definitions of abnormality To understand how these definitions can be used in different ways to define abnormal behaviour To understand problems with the definitions GRADE A GRADE B GRADE C GRADE D Starter: show depression case study – ask students whether this person is ‘deviant’ in any way. Ask what some of the characteristics are that this person would have to suggest they are ‘abnormal’ Try to get students to focus on suffering and inability to cope day to day. Use to intro failure to function adequately Reveal: Collaborate: Embed: Plenary:
  4. 4. Consolidation GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Students should practise applying the definitions – show clips of OCD sufferer, Hannibal Lector, Cat man and Vampire Woman In groups/pairs students should try to explain why their behaviour is abnormal using the different definitions. They should discuss which definition fits best with each example. Embed: Independent completion of booklet. Complete the definitions table using post it note activity - independent work Plenary: Assess against success criteria Resources: Booklet, http://www.youtube.com/watch?v=LJ7zyNnEeyM, http://www.youtube.com/watch?feature=fvwp&NR=1&v=_MKB9oKNjWs To know the requirements of A01 and A02 assessment objectives To understand how to answer short answer questions To understand the assessment criteria to assess their own and other’s work GRADE A GRADE B GRADE C GRADE D Starter: Show different types of questions. What are the differences? Discuss in pairs – what do you think is required in your answer? Reveal: Teacher led explanation of types of questions and mark scheme Collaborate: Marking exercise (in pairs) against criteria. Embed: Go through hints and golden rules. Get students to have a go at answering the two questions. First make sure they are clear about whether they are Ao1, A02 or both. Plenary: AFL Swap and peer assess suing WWW, EBI. AFL - Homework: MAD time the essay. To know the 4 different approaches in Psychology To understand how to apply to approaches to abnormal behaviours GRADE A GRADE B GRADE C GRADE D Starter: Draw fruit bowl Reveal: Discuss the idea of different perspectives Collaborate: Pair activity – mind map initial ideas about the approaches – feedback and discuss Embed: Independent completion of booklet. Kinaesthetic matching up exercise Apply knowledge to an unfamiliar scenario Plenary: Assess against success criteria
  5. 5. Learning objective: To understand the key concepts behind an experiment such as directional and non- directional hypothesis. To learn what is meant by independent and dependent variables and how to operationalize them. Students should be divided into two groups one will be given a packet of finest cookies the other given an economy packet. Their aim is to see if there is a difference in the number of chocolate chips in each packet. They must make a directional and non-directional hypothesis they must also operationalize the variables. Finally they should compare their results by calculating the mean, medial and mode. Also explain pilot study, Learning Objective: To understand the different types of extraneous variables and to learn how to control them in research. Students are to create a mind map explaining extraneous variables (participant, situational) they are only permitted to use 5 words for each key words however can use as many images and symbols as they need to. AFL - What Sort of Extraneous Variables Test? Learning Objective: To understand the terms validity and reliability. To learn how to apply them to Psychology AFL - Key word and definition match up quiz Introduce the concepts by asking students to create a recipe for making a cup of tea. Guide them to understand validity and reliability. Go back to recipe in pairs identify one way you could increase/decrease the reliability/validity. Feedback to the class. Relate to Psychology Yerke’s IQ tests in WW1 which intended to test intelligence, but actually tested cultural knowledge and so people of African and Asian ethnicity were concluded to be ‘less intelligent’ by the authors. AFL - Complete key word book AFL -Post it continuum looking at validity and reliability Learning Objective: To understand the different experimental methods. To know the advantages and disadvantages of each. Students should be shown a video of each type of study e.g. for natural would be David Reiner, lab would be Zimbardo and field- YouTube what would you do racism in America. These are very memorable studies and will help students understand. They must then construct a table of the types of experiments and their strengths and weaknesses. Use DREAMS to help remember i.e. demand characteristics, reliability, ecological validity, mundane realism, and sample.
  6. 6. Learning Objective: To know the different ethical issues raised in Psychological research. TO understand how to deal with them when conducting research. Acronym “Can Do Can’t Do With Participants” = consent, debrief, confidentiality, deception, withdraw, psychological or physical harm. Show participants a video such as little albert or on US experiments in Africa. Then ask students what they think is wrong with these experiments. Then given ten new studies to students ask them to extract the different ethical issues and how to deal with them. (these studies are to be related to the Abnormal Psychology unit) AFL Homework – Students to watch the Derren Brown trick or treat clip and two complete the worksheet. To learn the biological explanations of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Hot seating questions To learn the Biological therapies that treat psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: show picture of the Yorkshire Ripper – ask pupils for biological explanations for his schizophrenia To understand how to apply their knowledge to exam style questions GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: To learn the Psychodynamic explanations of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:
  7. 7. To learn the Psychodynamic therapies that treat psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: To understand the assessment criteria for a 12 mark question. To know how to structure an answer to a 12 mark question To understand how to assessing their own and other’s work GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: To learn the Behavioural explanations of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Application of the behaviourist principles to explain case studies. Stretch and Challenge: Try to explain the same behaviour using the biological approach Embed: Plenary: To learn the systematic de- sensitisation as a treatment of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:
  8. 8. To learn the Cognitive explanations of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Watch YouTube clip from Oprah show on body dismorphia. Ask students where they think the problem lies with the sufferer. Try to bring out the suggestion that there is something wrong with the sufferer’s thinking Reveal: Collaborate: Embed: Plenary: To learn Cognitive Behavioural Therapy as a treatment of psychopathological disorders GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: End of Unit assessment GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Learning Objective: To understand the concept of sampling and three types of sampling Adverts for different experiments should be placed around the room; students must get up and sign up for some of the experiments they wish to do. Then talk through volunteer sampling and explain its strengths and weaknesses. Then give participants a small packet of smarties and ask them to pick out a smartie and assess whether that is representative of the packet of colours. Then ask students to count how many of each colour there are in the packet. Find out if the packet is representative. Then give students a different colour balls they must throw all at once into a box. They will find only a few colours made it to the box. Assess the problems with random sampling. For opportunity give students a questionnaire they have 10 minutes to get a sample you will find they go to the closest people to them. Asses this method. AFL - Students to complete a worksheet to assess understanding
  9. 9. Learning Objective: To know the different types of experimental design. To understand the advantages and disadvantages of each. Conduct three experiments on the students using each design, you can do a taste test so get two brands of biscuits get them to have one of each and rate them (repeated) get two brands of crisps divide the class one for each type and rate them (independent). Make students stand up and match them on height, age or hair colour then make the matched groups test the difference between coke or Pepsi. Then students must evaluate the pros and cons of each design AFL - Which design – read out (or put up on the board) different research aims, students much decide which experimental design would be used to conduct the study. Learning Objective: To know the format of research methods questions in the exam. To understand current level of understanding of experimental methods and how to improve. Teacher explanation of different questions, explain the format of Unit 1 and Unit 2 Papers. Students to complete assessment. AFL - Peer assess using the format the academy format- What Went Well, Even Better If AFL - Independent Mad time. AFL - Complete a learning line ranging from not confidant to very confident for each sub section of research methods covered so far. Cognitive (Unit 1) Learning Objective s Learning Outcomes/ Success Criteria T & L activities
  10. 10. To learn the definitions of duration, encoding and capacity To understand research into the duration of STM and LTM GRADE A: Describe and analyse these studies into STM and LTM GRADE B: Contrast STM and LTM using research studies GRADE C: Identify the differences between the duration of memory in the STM and LTM GRADE D: Recall what STM and LTM. Define encoding, capacity and duration. Starter: Propose the question: “What if we had no memory?” Ask students to answer in groups – consider biological, social & psychological issues Reveal: Students to take part in replica Peterson & Peterson (1959) research Teacher as facilitator. AFL - Q’s on board Collaborate: Independent reading and show me activity with white boards. Extension studies: Shepard (1967) & Bahrick (1975) Embed: AFL - Explain what the phrase ‘duration of memory’ means (2marks) Describe how one research study has investigated duration in memory (4marks) Create questions that will show Grade B and A knowledge and answer. Peer assess using mark scheme – pairs matched on ability Plenary: 5-5-1 deluxe! To understand research into the encoding and capacity of STM and LTM GRADE A: Describe and analyse these studies into STM and LTM GRADE B: Contrast STM and LTM using research studies GRADE C: Identify the differences between the capacity and encoding of memory in the STM and LTM Starter: Reveal: Participate in mini experiments on encoding (Baddeley (1966)) and capacity (Miller (1956) - The magic number 7 plus or minus 2.) Think, pair share – what was the experiments about what did they show/tell us? Collaborate: completion of booklet using see 3 before me technique to answer any questions. Embed: AFL - Exam question “Give a brief account of the differences between STM and LTM” (6 marks) Self assess. Plenary: Verbal tennis: In pairs, pupils have to say key words associated with the studies – first one to pause loses. Words to start them off: Peterson and Peterson, Validity, Experiments, AFL - Homework: Give a brief account of the differences between STM & LTM, and consider the extent to which research supports the distinction between them (12 marks) http://www.youramazingbrain.org/yourmemory/default.htm
  11. 11. To understand the structure of the MSM To learn evidence that supports the distinction between STM and LTM GRADE A GRADE B GRADE C GRADE D Starter: show London tube map. Ask if it’s an accurate representation. Use it to introduce the idea of a model – something that is used to help us understand something AFL - Complete STM and LTM differences table LO1: Reveal: Students to sketch MSM using information from podcast. Students receive points for correct labels. Teacher led explanation using power point. Collaborate: Kinaesthetic activity Embed: Complete fill gap diagram of MSM. AFL - Target questions to students to complete diagram on the board. Lo2: Reveal: Students to take part in mini experiment. Think, pair share – what was the experiments about what did they show/tell us? AFL Q’s on the board. Collaborate: Complete hand-out. Embed: AFL -Exam questions – Teacher Assessed Plenary: Divide students into groups with about 5 people in them. Give students 5 minutes to decide how they will create their own model of the MSM. Each group feeds back to the whole group. Learning Objective: To learn what case studies are. To understand the strengths and weakness of case studies and how to apply them to the MSM Starter: AFL - independently draw the MSM. Peers assess. Reveal: Teacher explanation of case study. Watch clip of Clive wearing. Read case studies of HM and KF Collaborate: split class into 5 groups. Each group to work out answer to one question. Feedback to the class and discuss. Complete think pair share worksheet Embed: AFL - Answer the can you questions in textbook Plenary: 5-5-1 deluxe! Resources: Clive wearing: www.learner.org/resources/series150.html# Homework: bring in materials to make a memory model. Eg box, cartons, egg boxes etc. To understand the strengths and limitations of MSM To know how to answer a 12 mark question on the MSM GRADE A GRADE B GRADE C GRADE D Starter: Key words test Reveal: What have we done so far, what we doing today? Collaborate: Mind maps - Embed: Learning Check quiz. Plenary: Check against learning objectives
  12. 12. To know the mark scheme and success criteria for PSYA1 – cognitive psychology Unit in order to apply understanding to improve exam technique/ assessment score. GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Planning for a 12 mark question. No framework, basic framework, sentence starter’s framework or cut and stick to create a model answer. Embed: Plenary: To know the different components of the working memory model GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Kinaesthetic activity – Students are to make a model of the WMM using labels to explain how it works. They must consider the structure and process. students to peer assess the models using a mark scheme and the academy feedback framework of WW W and EBI Embed: AFL – Students to complete exam question Plenary: Homework: www.bbc.co.uk/science/humanbody/mind/surveys/memory/ have a go at the working memory test
  13. 13. To know evidence for the different components of the WMM To understand how this evidence supports the WMM To know the strengths and weaknesses of the working memory model GRADE A GRADE B GRADE C GRADE D Starter: Which is better out of the MSM and WMM? Students must be prepared to justify their choice. In discussion draw out: WMM has better account of STM as it has more than one component for immediate memory. Also, WMM is not just limited to having rehearsal as the only memory process. Reveal: Collaborate: Embed: Plenary: AFL Homework: Outline and Evaluate the WMM of memory (12marks) To understand what grade you are currently working at To know how to improve. GRADE A GRADE B GRADE C GRADE D AFL Outline and Evaluate the MSM of memory (12marks) Peer Assess against the mark scheme Complete peer assessment sheet (WWW, EBI and MAD time) Plenary: Exit questions “What do you need to do to improve?” To learn the term eyewitness testimony To understand how misleading information can affect accuracy of EWT To know how to describe and evaluate research that has investigated the accuracy of EWT GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:
  14. 14. To understand how age can affect accuracy of EWT To know how to describe and evaluate research that has investigated the age and EWT GRADE A GRADE B GRADE C GRADE D Starter: Look at the different types of people and discuss who would make better eye witnesses and why. Reveal: Collaborate: Embed: Plenary: Brainstorm ideas for the homework essay, using the essay plan grid. Make sure students understand that they can use counterevidence for evaluation as well. Homework: Eyewitnesses are not always accurate in what they recall from the scene of a crime. Discuss research into the accuracy of EWT (12 marks) To know what weapon focus is To understand how anxiety can affect accuracy of EWT To know how to describe and evaluate research that has investigated the anxiety and EWT GRADE A GRADE B GRADE C GRADE D Starter: Mind map of the research covered last lesson & brainstorm evaluation points. Get students to draw up mind map as you go along Reveal: www.youramazingbrain.org/testyourself/eyewitness.htm: Use to introduce the concept of weapon focus, and how anxiety can interfere with memory Collaborate: Embed: Plenary: To understand how to answer questions on EWT GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:
  15. 15. To understand what the cognitive interview is To learn research to support the cognitive Interview To understand the difference between Cognitive Interview and Standard interview GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: To know what verbal and visual mnemonics are used to improve memory. To understand how to use these mnemonics to improve memory GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Know three explanations for why mnemonic techniques are successful Understand the role of organisation, elaborative rehearsal and dual coding in explaining why mnemonic techniques are successful GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:
  16. 16. To understand the process involved when conducting an experiment Students are to in pairs/small groups’ device and conduct an experiment into memory. Give ideas/options for lower ability students allow higher ability students to be creative and think independently End of Unit To understand your current grade. To know how to improve GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Learning Objective: To understand the different types of Observational studies. To know how to conduct their own observational study. Students should design and conduct their own observation this can be observing a teacher or lunch time behaviour etc. They should know all the behaviour categories, checklist etc. Ensure that they operationalize the behaviours they are observing. Discuss strengths and limitations. AFL - Students to complete a worksheet to show their understanding and to add to their notes for revision. Learning Objectives: To understand what self-report techniques are. To know the advantages and disadvantages are. Students should be presented with questionnaires; one containing leading questions and sensitive questions they must re word the questionnaire so that it is more valid and less sensitive. Talk students through the types of questions found in questionnaire and attempt past questions on questionnaires. Make students devise their own interviews on a topic of their choice they must conduct their interview on three class members and report their findings and any issues. AFL -Students to complete a worksheet to show their understanding and to add to their notes for revision. Learning Objectives: To understand the differences between qualitative and quantitative data. To know how these types of data can be collected in Psychological research. Continuing from last lesson they should analyse their results. They can use mean, median and mode. Also introduce measures of dispersion. They should plot their results on a bar and scatter graph.
  17. 17. Learning Objectives: To understand what a correlational study is and knows how to conduct one. To know the strengths and limitations of such research Students To investigate whether there is a relationship between attractiveness scores of celebrity couples. They must ask at least 5 class mates to rate the attractiveness of Celebrity couples. Each class mate needs to rate each individual celebrity on a scale of 1 -10 (1 being not attractive 10 being very attractive) and complete the tables. They must create a scatter graph and decide if they can accept or you have to reject the hypothesis. Students should be presented with correlations i.e. weight and income, they will think the correlations are completely irrelevant to one another then introduce the intervening variable i.e. age. This will demonstrate problems with correlations. Explain coefficients and give past papers on correlations. AFL -Students to complete a worksheet to show their understanding and to add to their notes for revision. Assessment Social Influence (Unit 2) Learning Objectives Learning Outcomes/ Success Criteria T & L activities
  18. 18. To be able to define conformity and distinguish between compliance and internalization (A01) To know Asch’s research into conformity and to understand what it tells us about conformity (A01) GRADE D/C Explain the difference between conformity and internalisation Recall the Aim, Methods, Results and Conclusion of Asch's study Starter: Stand up sit down activity Reveal: Power point of different types of conformity Collaborate: complete worksheet. Embed: AFL - Exam style question (4marks) peer assess using mark scheme. Reveal: Watch Asch's study on conformity Collaborate: complete AMRC sheet Embed: AFL - Exam style question (4marks) peer assess using mark scheme. Plenary: Write Rally Robin and check against learning objectives Extension: Contemporary research Homework: Research an additional study. (Jeness, Sheriff etc.) Make notes of aims, method, findings, conclusion Read the critically discuss hand-out and complete the essay. To understand how to assess the validity, reliability and credibility of Asch’s research (A02) GRADE B Apply ethical issues to Asch's study Assess the validity and reliability of Asch's research GRADE A Discuss Asch's study using research that supports and questions his finings To understand how to apply their knowledge to exam style questions on conformity. GRADE A GRADE B GRADE C GRADE D Starter: Crossword AFL: Memory refresh activity Main:
  19. 19. GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Developmental (Unit 1) Learning Objectives Learning Outcomes/ Success Criteria T & L activities
  20. 20. GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: Stress (Unit 2) Learning Objectives Learning Outcomes/ Success Criteria T & L activities
  21. 21. GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary: GRADE A GRADE B GRADE C GRADE D Starter: Reveal: Collaborate: Embed: Plenary:

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