Theories Starter

Overview

This lesson launches the unit “Unlocking Psychological Theories” by introducing what psychological theories are, why they matter, and how they help us explain behaviour. Students will build shared vocabulary and begin identifying major theories they will investigate across the next 10 lessons.

Learning intentions

• WALT understand what psychological theories are and what they’re used for in psychology.
• WALT identify key features that distinguish major psychological theories.
• WALT define important psychology terms used throughout the unit.

Success criteria

• I can define “psychological theory” and explain its purpose in studying behaviour.
• I can correctly use key terms: behaviour, explanation, evidence, and perspective.
• I can identify at least three major psychological theories and give a one-sentence summary for each.
• I can describe why comparing theories is useful for understanding human behaviour.

Curriculum links

• Social Sciences (Psychology): developing understanding of how theories explain human behaviour and inform investigations and discussion.
• Thinking (Key Competency): questioning ideas, making connections, and using evidence to support explanations.
• Using Language, Symbols, and Text: interpreting and summarising ideas in psychology using correct vocabulary.
• Participating and Contributing: engaging respectfully in group tasks and discussions about human behaviour.
• Interpreting and communicating: presenting a short explanation using psychological concepts.

Lesson structure (60 minutes)

1. 0–8 min · Hook and activation. Teacher writes: “Why do people act the way they do?” and shows three short classroom scenarios (e.g., fear before presenting, resisting a bedtime routine, helping a classmate). Students quick-write: 1 behaviour + 1 possible explanation they could imagine.

2. 8–18 min · Direct teach (mini-lesson). Teacher introduces: what a psychological theory is, how theories guide questions, and the difference between describing behaviour and explaining it. Teacher models vocabulary using sentence frames (e.g., “A theory is an explanation that helps us…”). Students complete a brief guided notes sheet: definitions and an example from one scenario.

3. 18–30 min · Key terms station work. Teacher groups students (pairs or threes) and gives each group one term card: behaviour, explanation, evidence, perspective. Students rotate through 4 short stations:

• match term to a plain-English meaning
• add an example connected to one scenario
• underline the “big idea” (what the term helps you do in psychology) Teacher circulates, checking accuracy and correcting misconceptions.

4. 30–42 min · Theories “sorting” activity (major theories). Teacher provides a set of theory overview slips (e.g., Behaviourism, Cognitive theory/Cognitive psychology, Psychodynamic theory, Humanistic theory; optionally one more if you have time). Students sort each slip into a simple table: “Main focus”, “What it explains”, “One-sentence summary”. Teacher confirms accuracy and highlights how theories have different perspectives while still aiming to explain behaviour.

5. 42–52 min · Whole-class comparison discussion. Teacher asks: “What changes when you switch theories?” Students participate in a structured talk (Think–Pair–Share, then brief class share). Students choose one scenario and give:

• one explanation using Theory A
• one different explanation using Theory B Teacher prompts students to use the term “perspective” and to mention the kind of evidence a theory might rely on (without going deep yet).

6. 52–60 min · Exit ticket (assessment for learning). Students complete an exit ticket:

• Define psychological theory (2–3 sentences).
• List at least three major theories.
• For one theory, write a one-sentence summary of what it tries to explain.

Resources

• Scenario cards (3 short, age-appropriate behaviour examples)
• Guided notes sheet (term definitions + one worked example)
• Term cards for: behaviour, explanation, evidence, perspective
• Theory overview slips (short descriptions for 3–5 major theories)
• Sorting table template (Main focus / What it explains / Summary)
• Exit ticket slips or digital form
• Markers and a class anchor chart titled “Psychological Theories Starter”

Assessment

• Formative during station work: teacher checks term accuracy and example quality.
• Formative during sorting: teacher listens for correct theory–focus matching.
• Exit ticket checks: definitions, at least three theory identifications, and a brief summary.

Differentiation

• Visual supports for ELL and all learners:
• anchor chart with icons next to each key term (e.g., evidence = “proof” icon; perspective = “viewpoint” icon)
• theory slips with simplified headings and colour coding
• Sentence starters and word banks:
• “A psychological theory is…”
• “This theory focuses on…”
• “It explains behaviour by…”
• Checks for understanding:
• teacher prompts with “Show me where the definition is” during the guided notes and stations
• Extension for students who finish early:
• add one “compare and contrast” line: “Theory A explains this by… whereas Theory B explains it by…”

Success criteria for this lesson (visible for students)

• I can define key terms and explain the purpose of psychological theories.
• I can identify at least three major psychological theories and summarise each in one sentence.