Design Brief 1: Design and Develop a Safe Pork Roll

Uncovering Psychology VCE Units 1&2 Teacher CD-ROM

Unit 1 Course Outline

Suggested Course Outline and Activities for Unit 4

Uncovering Psychology has been written for the new study design by experienced practising psychology teachers. It offers teachers a comprehensive approach to tackling the new study design. It also offers many practical activities that are supported by analytical and comprehension questions in order to prepare students for assessment tasks and examinations.

The following course outline has been constructed to help teachers plan their course and lessons in a structured and easily accessible manner.

Given there are so many variations in the way schools structure their VCE programme, this outline has been structured as a suggested number of weeks to be spent on each topic rather than a number of lessons. It works to an average of 7-8 weeks per term (this accounts for interruptions to classes such as camps and sports days, and also accounts for examination weeks when there are no classes running). This is offered to teachers as a guide only and is in no way meant to dictate the manner in which Uncovering Psychology is to be used.

Note that Area of Study 2 (Mental Health) contains a number of optional topics. The outline provides details for each of these topics (covering chapters 14-16), and teachers should determine which one to use with their classes.

We hope you find this useful.

The Uncovering Psychology Author Team

Uncovering Psychology VCE Units 34 Teacher CD-ROM

Unit 4 – Course Outline

Area of Study / Chapter/ Topic / Aspect of Topic / Suggested activities /
Area of Study One:
LEARNING
(approx. 7 weeks) / Chapter 8:
Theories of learning and the neural basis of memory
(approx. 1 week) / Behaviours not dependent on learning / · Read pages 337–342.
· Complete activity 8.3
· Students create a specific list of behaviours not dependent on learning and write into their notes. This will be helpful for their exam revision.
Mechanisms of learning / · Read pages 342–352.
· Complete activities 8.4, 8.5, 8.6, 8.7
· Students create a human model/representation of a synapse releasing neurotransmitters and write a paragraph explaining this representation.
Chapter 9:
Theories of learning: Conditioning
(approx. 4 weeks) / Applications of, and comparisons of, learning theories / · Read pages 353–401.
· Complete activities 9.1, 9.2
· Students develop five examples of classical conditioning scenarios.
· Students go online and find examples on YouTube of classical conditioning
· Complete activities 9.4, 9.5, 9.6, 9.7, 9.8.
· Students design a program that a psychologist could use to help someone overcome a taste aversion using one of the applications of classical conditioning (flooding, graduated exposure, aversion therapy)
· Students complete activities 9.9, 9.10, 9.11. 9.12, 9.13, 9.14, 9.15, 9.16, 9.17, 9.19
· Students go online and find examples of YouTube videos that demonstrate operant conditioning principles. They then write a paragraph explaining them in terms of the key processes involved in operant conditioning.
· Complete activity 9.20
· Students devise and present role plays that demonstrate the difference between classical and operant conditioning.
The extent to which ethical principles were applied to classic research investigations into learning, including John Watson’s ‘Little Albert’ experiment / · Read pages 364–365
· Complete activity 9.3
· Students redesign Watson’s experiment ensuring that all ethical considerations are met
Chapter 10:
Theories of learning: Cognitive learning
(approx. 2 weeks) / Observational, insight and latent learning / · Read pages 404–413.
· Complete activities 10.1, 10.2, 10.3, 10.4, 10.5
· Students summarise Bandura’s Bobo doll experiment
· Students go online and investigate the differences between gender and aggressive acts displayed in Bandura’s experiment
· Students create a role play demonstrating the five steps involved in observational learning.
Area of Study Two:
MENTAL HEALTH
(approx. 8 weeks) / Chapter 11:
Mental health, mental illness and the biopsychosocial framework
(approx. 1 week) / Concepts of normality and differentiation of mental health from mental illness / · Read pages 417–425.
· Complete activities 11.1, 11.2, 11.3, 11.4
· Students think of own examples to differentiate between mental health and mental illness
Systems of classification of mental conditions and disorders / · Read pages 425–434.
· Complete activities 11.6, 11.7, 11.9
· Students evaluate each way of classifying mental health and disorders in terms of their strengths and limitations
Use of a biopsychosocial framework as an approach to considering physical and mental health / · Read pages 434–441.
· Complete activities 11.10, 11.11
· Each student in the class to think of an example of health or well being and explain how it can be explained according to the BPS model. Compile as a class and discuss.
Chapter 12:
Applying a biopsychosocial framework: the stress and wellbeing relationship
(approx. 1 week) / Application of a biopsychosocial framework to understanding the relationship between stress and physical and mental wellbeing / · Read pages 442–476.
· Complete activities 12.1, 12.2, 12.3, 12.4, 12.7, 12.9, 12.10, 12.11, 12.12, 12.13, 12.14, 12.15
· Students complete an ERA on the effects of stress on performance (e.g. completing an alphabet maze before and after intense physical exercise)
· Students undertake a relaxation session
· Students trace outlines of their bodies onto butcher’s paper and highlight changes that occur when the sympathetic NS is activated (on one side) and when the parasympathetic NS is activated (on the other side). Hand around classroom for a visual reminder.
· Students write a list of what they do to help manage their stress. Share lists around classroom in a discussion.
Chapter 13:
Applying a biopsychosocial framework: Anxiety disorders and specific (simple) phobias
(approx. 1 week) / Application of a biopsychosocial framework to understanding and managing simple phobia as an example of an anxiety disorder / · Read pages 477–504.
· Complete activities 13.1, 13.3, 13.5, 13.6, 13.7, 13.8, 13.10
· Students research a famous person with a phobia and devise a treatment plan that incorporates the BPS model
Chapter 14:
Applying a biopsychosocial framework: Major depression
(approx. 2 weeks) / Application of a biopsychosocial framework to understanding major depression and its management / · Read pages 506–536.
· Complete activities 14.1, 14.3, 14.4, 14.6, 14.8, 14.9, 14.10, 14.12
· Students complete a flowchart summary of Seligman’s experiment on learned helplessness
· Students go online and research different websites available for to help people who experience depression
· Students write treatment plan using the BPS model for an adolescent experiencing major depression
OR
Chapter 15:
Applying a biopsychosocial framework: Pathological gambling
(approx. 2 weeks) / Application of a biopsychosocial framework to understanding of addictive disorder (gambling) and its management / · Read pages 537–560.
· Complete activities 15.1, 15.3, 15.5, 15.6, 15.7, 15.8, 15.10, 15.12
· Students outline a treatment plan using the BPS model for someone who experiences pathological gambling
· Students create a poster that could be displayed in a pokies venue that alerts people to when their gambling may become problematic
OR
Chapter 16:
Applying a biopsychosocial framework: Schizophrenia
(approx. 2 weeks) / Application of a biopsychosocial framework to understanding of psychotic disorder (schizophrenia) and its management / · Read pages 563–597
· Complete activities 16.2, 16.3, 16.5, 16.6, 16.7, 16.8, 16.9, 16.10, 16.11, 16.12, 16.15
· Students devise a management plan using the BPS model for someone who experiences schizophrenia
· Students find and watch a movie that involves a major character with schizophrenia (e.g.: A Beautiful Mind, Benny and Joon, Angel Baby, Donnie Darko, What about Bob? etc) and evaluate them in terms of their accuracy. Do these movies explain schizophrenia at all? Do they use the BPS model?