Psychology for VCE Units 1 & 2 Teacher obook pro (1yr SB+SW licence)
Psychology for VCE Units 1 & 2 Teacher obook pro (1yr SB+SW licence)
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ISBN: |
9780190338084 |
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Binding: |
obook code (digital) |
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Published: |
1 Aug 2024 |
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Availability: |
Forthcoming |
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Series: |
$499.95 AUD
$574.99 NZD
Description
A complete digital version of the Student Book and Student Workbook with market-leading digital resources. Delivered by the Oxford Digital platform, you will receive complete access to all student digital resources, as well as a wide range of teacher resources designed to save time and to help you plan and teach the VCE Psychology Study Design 2023–2027, including the latest VCAA FAQ clarifications.
*Teacher digital access is bought on an annual licence, with renewal option each year. If you are a school adopting our series with student books, please speak to us about eligibility for complimentary access.
Contents
Chapter 1 Psychology toolkit
1.1 Overview of VCE Psychology Units 1&2
1.2 Developing aims, questions and hypotheses
1.3 Planning and conducting investigations
1.4 Complying with safety and ethical guidelines
1.5 Generating collating and recording data
1.6 Organising, presenting and processing data
1.7 Analysing and evaluating data and investigation methods
1.8 Constructing evidence-based arguments and conclusions
1.9 Analysing and evaluating scientific ideas
1.10 Communicating scientific ideas
1.11 Aboriginal and Torres Strait Islander knowledges, cultures and histories
1.12 Preparing for assessment
Chapter 1 Review
Unit 1 How are behaviour and mental processes shaped?
Chapter 2 The complexity of psychological development
2.1 The impact of hereditary and environmental factors on psychological development
2.2 Biopsychosocial model of psychological development
2.3 Emotional and cognitive development over the lifespan
2.4 Cognitive development over the lifespan
2.5 Social development over the lifespan
2.6 Sensitive and critical periods
Chapter 2 Review
Chapter 3 Defining and supporting psychological development
3.1 Psychological criteria used to categorise behaviour
3.2 Normality and neurotypicality
3.3 Normal variations of brain development
3.4 The role of health professionals in supporting psychological development and mental wellbeing
3.5 Diagnosing and managing atypical behaviour
Chapter 3 Review
Unit 1 Area of Study 1 Checkpoint
Chapter 4 The role of the brain in mental processes and behaviour
4.1 Early approaches to understanding the role of the brain
4.2 Modern approaches to understanding the role of the brain
4.3 The role of the hindbrain, midbrain and forebrain in behaviour and mental processes
4.4 The role of the cerebral cortex in behaviour and mental processes
Chapter 4 review
Chapter 5 Brain plasticity and brain injury
5.1 How the brain changes in response to experience and trauma
5.2 The biological impacts of acquired brain injury
5.3 The psychological impacts of acquired brain injury
5.4 The social impacts of an acquired brain injury
5.5 Contemporary research into neurological disorders
5.6 Chronic Traumatic Encephalopathy as an example of emerging research
Chapter 5 Review
Unit 1 Area of Study 2 Checkpoint
Chapter 6 Response to an investigation
6.1 Scientific evidence
6.2 Analysis and evaluation of psychological research
6.3 Scientific communication
Chapter 6 Review
Unit 1 Area of Study 3 Sample Response
Unit 1 Review
Unit 2 How do internal and external factors influence behaviour and mental processes?
Chapter 7 Social cognition
7.1 Person perception, attributions, attitudes and stereotypes
7.2 Avoiding cognitive dissonance with cognitive biases
7.3 The influence of heuristics on decision making and problem-solving
7.4 The influence of prejudice and discrimination on mental wellbeing
Chapter 7 Review
Chapter 8 Factors that influence individual and group behaviour
8.1 The influence of social groups and culture on individual behaviour
8.2 The influence of obedience on individual behaviour
8.3 The influence of conformity on individual behaviour
8.4 The influence of media on individual and group behaviour
8.5 Empowering individual decision-making through independence and anticonformity
Chapter 8 Review
Unit 2 Area of Study 1 Checkpoint
Chapter 9 Perception
9.1 The role of attention in making sense of the world
9.2 The role of perception in processing and interpreting sensory information
9.3 The influence of biological, psychological and social factors on visual perception
9.4 The influence of biological, psychological and social factors on gustatory perception
Chapter 9 Review
Chapter 10 Distortions of perception
10.1 The fallibility of visual perception systems
10.2 The fallibility of gustatory perception
10.3 Distortions of perception in healthy individuals
Chapter 10 Review
Unit 2 Area of Study 2 Checkpoint
Chapter 11 Student designed investigation
11.1 Investigation design
11.2 Scientific evidence
11.3 Scientific communication
Chapter 11 review
Unit 2 Area of Study 3 Sample poster
Unit 2 Review
Unit 1 & 2 Practise Exam
Chapter 12 Investigations
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Student Workbook
Chapter 1 Psychology toolkit
1.1 Develop aims and questions, formulate hypotheses and make predictions
1.2 Plan and conduct investigations
1.3 Comply with safety and ethical guidelines
1.4 Generate, collate and record data
1.5 Analyse and evaluate data and investigation methods
1.6 Construct evidence-based arguments and draw conclusions
1.7 Analyse, evaluate and communicate scientific ideas
Unit 1 How are behaviour and mental processes shaped?
Word wizard
Chapter 2 The complexity of psychological development
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 3 Defining and supporting psychological development
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 4 The role of the brain in mental processes and behaviour
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 5 Brain plasticity and brain injury
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 6 Response to an investigation
6.1 Scientific evidence
6.2 Scientific communication
6.3 Analysis and evaluation of psychological research
Unit 1 Practice exam questions
Unit 2 How do internal and external factors influence behaviour and mental processes?
Word wizard
Chapter 7 Social cognition
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 8 Factors that influence individual and group behaviour
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 9 Perception
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 10 Distortions of perception
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review
Chapter 11 Student designed investigation
11.1 Investigation design
11.2 Scientific evidence
11.3 Science communication
Unit 2 Practice exam questions
Units 1 & 2 Practice exam questions
Chapter 12 Investigations
2.2 How can we promote mental wellbeing with mobile apps?
2.4 How can we assess conservation as part of cognitive development?
3.1A How can we categorise typical and atypical behaviour?
3.1B Is there a relationship between the number of atypical behaviours exhibited daily and perceived mental wellbeing?
4.4A How can we model the structure of the brain?
4.4B How can damage to the frontal lobe impact our experience of emotion?
5.1 What strategies are effective in maximising brain plasticity and function?
5.6 How can we minimise head injuries in contact sports?
7.1 How does age affect person perception?
8.4A Is there a relationship between time spent on social media and perceived social connectedness?
8.4B How can advertising affect our individual behaviour?
9.1 Have you been paying attention?
9.2 How does perceptual set affect your perception of rat-man?
9.3 What does the world look like with red–green colour vision deficiency?
10.2 Does perceptual set influence our judgment of flavours?
10.3 How can a non-synaesthete acquire synaesthesia?
Authors
Paige Jessulat
Paige Jessulat has taught VCE Psychology and VCE Legal Studies at Frankston High School since 2017. She is passionate about the field of Psychology and has a special interest in the mental health of adolescents which has underpinned her roles as Year Level Coordinator and Mental Health Week Coordinator. Paige has also been a VCAA Assessor for the Psychology exam since 2020.
Leo Hong
Leo Hong is an experienced Psychology and Legal Studies teacher at Trinity Grammar School, Kew. Having taught in a range of schools over the past 16 years, Leo has a depth of knowledge and pedagogical experience through his involvement and implementation of problem-based learning programs and ICT training programs for teachers. He currently holds a Bachelor of Arts/Music, with a major in Psychology and Honours in Criminology and is a VCAA assessor.
Jodie Allen
Jodie Allen has been teaching VCE Psychology since 2001 and has been a VCAA exam assessor for more than 13 years. She has a Bachelor of Arts and Postgraduate Primary and Secondary Teaching degree and is currently teaching at Wellington Secondary College. Over her career she has held leading teacher and learning specialist roles in areas such as the senior school and student voice & agency. Jodie has authored psychology content for Oxford in the past and in her free time, she enjoys playing basketball.
Elizabeth Blaher-Lucas
Elizabeth Blaher-Lucas is a passionate and experienced VCE Psychology teacher, VCE psychology assessor, and examination panel member. In addition to having worked in both government and independent school environments for the past 20 years, Elizabeth has also co-taught 3rd and 4th year preservice psychology teachers at Monash University since 2018 and is now working at Victoria University.
Matthew Rock
Matthew Rock started his career as a chemist working in energy production and pharmaceuticals while finishing his double degree in Bachelor of Science/Bachelor of Secondary Education at Monash University. His passion in science led to his first teaching position at Trinity Grammar School teaching VCE Chemistry and Psychology. During his five years at Trinity, Matthew gained skills as a subject coordinator, writer, assessor, and examiner. Matthew's current school, Camberwell Girls Grammar School, allows him to continue his passions in engaging with science and developing student wellbeing projects.
Kerri Morey
Kerri is a passionate teacher of Psychology and Science, having taught at both government and independent schools in Victoria over the past 35 years. She is currently teaching and coordinating Psychology at Brauer College in Warrnambool. She has also enjoyed a variety of roles across different schools in pastoral care, with extensive experience and interest in fostering the wellbeing of students, and in teaching students to understand how to be effective learners through the application of psychology and neuroscience. Kerri has authored for a range of educational resources on the areas of psychology and student development and wellbeing and has been a VCAA exam assessor for Psychology over many years.
Roger Edwards
Roger has been involved with the VCE Psychology course since its inception back in 1991. He taught VCE Psychology for fifteen years and is currently the Supervising Psychology at Monash University’s Krongold Clinic – a university-based clinic that provides affordable psychological and counselling services.
Aliska Bierman
Aliska holds a Bachelor of Engineering (Aerospace Avionics) with Honours, a Graduate Diploma of Education (Secondary) and a Graduate Diploma of Psychology. She has been teaching senior physics and psychology at Brisbane State High School for five years, and she leads the design of teaching and learning programs for psychology. Aliska is an accomplished science author, writing for Education Perfect and Oxford University Press for both the Queensland and Victorian curricula. Her involvement as a QCAA marker and writer, along with her role as a digital pedagogy leader at her school, highlights her dedication to educational excellence and innovation.