This document provides a lesson plan for a 13-week unit on relationships. It includes: - 15 lessons covering theories of relationship formation, maintenance, breakdown and cultural differences. - Learning objectives and outcomes for each lesson, along with activities, resources and key words. - Theories covered include proximity, matching hypothesis, evolutionary approach, reinforcement, social exchange, Duck's model of dissolution, triangular theory of love and cultural differences. - Revision lessons include creating posters on topics and practicing essay questions in preparation for exams.

1. Term: Autumn Year Group: 13
Lesson Content & Learning Objectives Learning Outcomes Activities Resources Key Words
No
1 Attraction & Formation of - To be able to describe - Starter: Students complete key word and picture on top of - W/S 1.1 - Proximity
relationships: Why do people form what physical W/S 1.1. Students are given a checklist for the unit. - OHT
relationships with those who they characteristics people - Main: - Students highlight the top of W/S 1.1
live closest to? look for in a partner. - Students draw the zones for personal space, add
- Describe & evaluate the labels and colour in ffrom OHT.
Proximity theory of - Students use a photocopy from Gross and Rolls on
relationships the research into Festinger and Felipe et al. which they will
- Describe and evaluate summarise on the W/S 1.1
research into Proximity - Students take notes from OHT, where they will
evaluate the research, either adding the JAM or top and
bottom layer of bread
- Plenary: Why do we begin to dislike people when we
spend too much time together?
2 Attraction & Formation of - Describe the Matching - Starter: Students who completed the Matching hypothesis - W/S 1.2 - Matching
relationships: Gain an Hypothesis for C/W inform the rest of the class about the Matching - Photos of gay Hypothesis
understanding into why humans - Evaluate the Matching hypothesis. men
look for a partner who is similar to Hypothesis - Main: Students complete the first half of W/S 1.2, filling in - Matching grid
themselves in regards to physical - Describe research to the characteristics of the Matching Hypothesis, e.g., small - Bag of
attractiveness. support the Matching nose, etc, square jaw, etc. criticisms
Hypothesis - Students complete a Matching Hypothesis
investigation, where they have to match up gay couples
(men/women). The reason for this is because students
have done heterosexual Matching Hypothesis experiments
for C/W.
- Students take notes from OHT about Murstein,
Walster and Silverman, as a gap filling exercise.
- Students have to put a selection of criticisms in the
right order from a bag of criticisms they received from the
teacher.
- Plenary: Students are asked to re-design the Matching
Hypothesis, but the focus will be on cultures. Students are
given 3 photographs of couples, students have to match
them up.
3 Attraction & Formation of - Describe the - Starter: Hang Man EVOLUTIONARY APPROACH - W/S 2.1 - Evolution
relationships: Gain an evolutionary approach - Main: Students have to complete a content analysis on - News papers - Halo effect
understanding into how - Evaluate the personal ads in newspapers. They will work in pairs, and - OHT
relationships are formed from an evolutionary approach complete a content analysis for heterosexual couples and
evolutionary approach. homosexual couples. Pairs will provide to the rest of the
class one similarity and one difference between

2. Term: Autumn Year Group: 13
heterosexual and homosexual characteristics.
- The teacher talks through the W/S 2.1, and students
have to highlight key words.
- Students have to take notes from OHT in order to
evaluate the Matching Hypothesis
- Plenary: Students plan a question on Interpersonal
Attraction (24 Marks).
4 Attraction & Formation of - To be able to describe Starter: Re cap Classical and Operant conditioning, - W/S 2.2 -
relationships: Gain an and evaluate teacher provides feedback from students on the W/B. Think - OHT Reinforcement
understanding into the formation of reinforcement and need about what rewards and costs are associated with best and need
relationships (Reinforcement and satisfaction theory. friend, parent, child and lover. satisfaction
Need Satisfaction). - Students complete a 24 Main: Students describe the RNS theory of the formation of
mark question on the relationships from OHT on W/S 2.2
formation of relationships. - Students fill in the table about the different kinds of
needs that can act as reinforcement from OHT
- Students draw a picture to represent the different
types of reinforcement, add detail and colour.
- Evaluate reinforcement and need satisfaction
theory from OHT
- Plenary: Students complete a question on the formation
of relationships worth 24 marks.
5 Attraction & Formation of - To describe and - Starter: Ask students what are the rewards and costs of a W/S 3.1 - Social
relationships: Be able to apply evaluate Social Exchange relationship? Costs: effort, money, missed opportunities; Small W/B exchange
Social Exchange Theory to the Theory Rewards: compassion, sex, money. This needs to be drawn Theory
maintenance of relationships on the board as a see-saw. Emphasise the idea of equality - CL
and an unbalanced relationships leads to dissolution. CL alt
- Main: - Describe Social exchange theory using the OHT.
Students need to make notes on the Comparison Level
(CL) and the Comparison Level Alternative (CL alt).
- Students complete notes on the four stages of SET:
Sampling, Bargaining, Commitment and Institutionalisation.
- Students need to draw pictures to represent SBCI –
using colour.
- Students Evaluate Social exchange theory using
the OHT, they will have to fill in the JAM.
- Plenary: Students are tested on the 3 theories of
formation/maintenance of relationships. Students will use
small W/B’s
Home work: Outline and Evaluate theories relating to the formation/maintenance of relationships (e.g., reward/need satisfaction theory, social exchange theory) 24 mks.
6 Love & Breakdown of relationships: - Describe Duck’s theory - Starter: Students have to write down the factors that - W/B - Intrapsychic
Why do relationships breakdown? of the breakdown of cause the breakdown of relationships. Each student should - W/S 4.0/4.1 - Dyadic

3. Term: Autumn Year Group: 13
Describe Duck’s theory of the relationships, including the come up with 4 factors each. Each student then comes - Text book - Social
dissolution of relationships. 4 stages: Intrapsychic, up to the white board and writes down their responses. - Grave
Dyadic, Social and - Main: Students read through W/S 4.1 regarding dressing
Grave-dressing. predisposing factors and precipitating factors. Students
need to read through the maintenance difficulties and rule
violations. Students need to highlight key words and topics.
- Students fill in the table about the four stages of
Duck’s model IDSG from their text book Pg.29.
- Students use the Key Topics Dwyer and Charles
book Pg. 30, where students need to look at the pictures
and then draw their own cartoons to represent each stage
in the model.
- Plenary: Why do open relationships work?
7 Love & Breakdown of relationships: - Be able to describe - Starter: Re-cap Duck’s theory of dissolution - W/S 4.1 - Dissatisfa –
Describe Lee’s theory of the Lee’s theory of the break - Main: - Students read through the W/S 4.1, where Ction
dissolution of relationships. up of relationships students complete the stages of Lee’s model using their - Exposure
- Describe research into text books PG.29 from Dwyer and Charles. - Resolution
the breakdown in - Students read through W/S 4.1. and teacher talks - Negotiation
relationships. through the research, students highlight key terms. - Termination
- Evaluate Duck and Lee’s - Students evaluate the theories using their text
theory. books (both Cardwell and Dwyer and Charles)
- Plenary: Teacher to draw a table on the W/B, looking at
similarities and differences between Duck and Lee’s
model.
8 Love & Breakdown of relationships: - Apply knowledge of - Starter: Re-cap Duck and Lee’s theory of dissolution - Lee’s stage
Why do relationships breakdown? theories of relationship - Main: - Students watch a video ‘The Breakup’. They model
breakdown to a novel make notes identifying the stages of Duck and Lee’s - Duck’s stage
situation. models. model
- Plenary: Talk through the movie so far and what has
happened, and which stages have been passed through.
9 Love & Breakdown of relationships: - Describe 3 Factor theory - Starter: Ask students to write their answers to the following - W/S 5.0 - Cultural
Why do we love other people? of love questions~ why do we love others, What is love, how do we exposure
Theories into love - Evaluate 3 Factor theory know when we’re in love and what types of love are - Physiological
of love there? arousal
- Main: - Students takes notes from OHT about the three - Appropriate
factors that in involved in love, physiological, love object love object
and culture.
- Students draw a love heart and add labels to it
- Students evaluate 3 factors theory using their text
books pg. ().
- Plenary: Students complete a love quiz
10 Love & Breakdown of relationships: - Students describe - Starter: Students complete a different type of love quiz. W/S 5.1 - Intimacy

4. Term: Autumn Year Group: 13
Theories into love – Triangular theory Triangular Theory of Love - Main: - Students take notes from OHT about Intimacy, - Passion
- Students evaluate Passion and Commitment. - Commitment
Triangular Theory of Love - Students copy from W/B Sterberg’s love triangle, - Romantic
- Students can draw and emphasising the different types of relationships that can -
label Sterberg’s LOVE develop Companionate
TRIANGLE - Students fill gaps on Typology of love and Love as - Fatuous
- Students can name a story from OHT - Empty love
different types of love, - Students evaluate the theory. They will be given - Liking
e.g., romantic, an A4 sheet with the A02 points jumbled up on it, they will - Infatuation
companionate and have to cut them out and stick them on their W/S.
fatuous - Ask individual students to read out the evaluation
points.
- Plenary: Ask students to give similarities and differences
between the two theories of love.
Homework: Describe and evaluate two theories into the dissolution of relationships (24 marks)
11 Cultural & Sub-cultural differences: - Describe the differences - Starter: Traffic light quiz of 15 questions about what W/S 6.0 - Voluntary
Why are there cultural differences in between voluntary and students have covered so far on formation/love/dissolution. - Involuntary
regards to forming a relationship? involuntary relationships. - Main: - Students read through the W/S 6.0, highlighting
- Describe Western and relevant pieces of information
Non-Western types of - Students evaluate the research
relationships - Students have to write a detailed essay plan on
- Evaluate voluntary and voluntary and involuntary relationships.
involuntary types of - Plenary: Round robin of the class – ask each student to
relationships. give a paragraph of their plan, teacher writes plan on
board.
12 Cultural & Sub-cultural differences: - Describe differences - Starter: Ask students if individualistic or collectivist would W/S 6.1 - Temporary
Why are some relationships between individualistic be temp. or perm. And ask them why? - Permanent
permanent and others temporary? and collectivist societies - Main: - Students takes notes from OHT about temporary
- Describe the differences and permanent relationships, emphasising the differences
between permanent and between individualistic and collectivist societies.
temporary relationships - Students evaluate the cultural research providing
- Evaluate temporary and the top and bottom layers.
permanent relationships. - Plenary: Small white boards, quiz the students about the
topic of cultural differences, with true or false questions.
13 Cultural & Sub-cultural differences: - Describe homosexual - Starter: What are the main differences between W/S 6.2 - Homosexual
Why and how are homosexual and relationships heterosexual and homosexual couples? Students provide - Gay
heterosexual relationships different? - Describe heterosexual feedback and teacher writes on board in two columns. - Lesbian
relationships - Main: - Teacher emphasises, that students cannot just
- Describe the differences write anything about gay men/women in the exam.
between the both - Emphasise sensitive topic, confidentiality when
- Evaluate research into talking to students in room, think of other people’s feelings.
homosexual relationships. - Students read through the W/S 6.2 with teacher
pulling out information form them. Students will each read

5. Term: Autumn Year Group: 13
a section of the W/S.
- Students will evaluate homosexual relationships
using the OHT.
- Plenary: Think about gay people in the media, how are
there relationships compared to a heterosexual couple?
Think about Elton John, Will Young, Graham Norton,
George Michael.
14 Cultural & Sub-cultural differences: - Starter: Hangman: INTERNET RELATIONSHIPS W/S 6.3 - CMC
Why do people need to use the - Main: - Students take notes from OHT about the nature of - Internet
internet to form relationships? internet relationships, initiating elationships, sexual - Text messgs
relationships, gay men and CMC.
- Students have a cut and stick activity, when
evaluating the research into electronic relationships.
- Plenary: Essay plan for this question (worth 24 marks)
15 Revision of material: - To produce a poster - Starter: Students pick which topic they are going to - A3 sheets of
about: produce a poster on. coloured paper
- Filter theory - Main: - Students create a poster about their given topic, - Coloured pens
- Matching Hypothesis emphasising key words and key evaluation points. There - Glue
- Evolution needs to be colour and pictures on the poster. - Magazines
- Reward/Need - Plenary: Students post the poster up on the wall
satisfaction
- Social exchange
- Duck’s model
- Lee’s model
- 3 factor theory
- Triangular theory
- Cultural
- Homosexual
- Internet/texting
Homework: Describe and Evaluate one form of understudied relationship (24 marks)
16-20 Revision of relationships - Be able to answer an Students will be revising will fellow peers in lessons. There - Students notes
essay question on one will be practice papers and essay structures given to and W/S
topic of relationships students.