OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

SCIENCE

HUMAN BEHAVIOURA/505/3122

LEVEL 2 UNIT 9

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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HUMAN BEHAVIOURA/505/3122

LEVEL 2

AIM AND PURPOSE OF THE UNIT

This unit aims to develop learners understanding of how a variety of human behaviours can be explained using a number of approaches. It seeks to explain basic human behaviours from a number of different perspectives. This unit is particularly useful to learners intending to follow careers in healthcare, public services or education or to those with an interest in psychology.

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Human Behaviour Level 2 Unit 9

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Understand the origins of human behaviour and the evolutionary approach to explaining patterns of behaviour.

P1 describe the evolutionary approach to explaining patterns of human behaviour

M1 analyse evidence for the evolutionary approach to explaining human behaviour

D1 evaluate the effectiveness of the evolutionary approach in explaining patterns of human behaviour

P2 describe the origins of human behaviours using evolutionary theory

2 Understand the biological approach to explaining patterns of human behaviour.

P3 describe the biological approach to explaining human behaviour and discuss research which supports the theory

M2 explain how studies of human biochemistry and brain anatomy have contributed to our understanding of human behaviours

D2 evaluate the biological approach using research evidence, comparing this approach with other approaches/explanations

3 Understand the ‘nature versus nurture’ debate into human behaviour.

P4 describe the ‘nature versus nurture’ debate with specific reference to antisocial behaviour

M3 explain anti-social behaviour using social learning and biological theories and the evolutionary approach

4 Be able to analyse patterns of human behaviour in interpersonal relationships using the biological and evolutionary theories.

P5 describe patterns of behaviour in relationships and evaluate these using evolutionary and biological theories

M4 compare and contrast theories of human relationship behaviour

D3 analyse the effectiveness of theories of human behaviour in explaining human interpersonal relationships

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1 Understand the origins of human behaviour and the evolutionary approach to explaining patterns of behaviour.

• Understand the basic ideas behind the evolutionary approach i.e. that human behaviours are a product of evolutionary survival of the fittest e.g. stress as a behaviour which allows humans to react to stressors and escape them.

• Describe the evolutionary approach.

• Consider some of the studies that have influenced the evolutionary approach e.g. the work of Paul Ekman, Chomsky and Dawkins. For pass level, learners will use the studies described to provide evidence for the approach and why psychologists use it to explain behaviours.

• Analyse the evidence from studies in terms of its limitations and its evidential base. Use critical evaluation skills to look at opposing evidence and contrasting ideas such as social learning theory may be brought in at this point to provide a counter argument, particularly for learners moving to distinction

• Evaluate the effectiveness of the evolutionary approach in explaining human behaviours e.g. mate selection, aggression or altruism.

• Know about three different human behaviours e.g. aggression, mate selection, language, group behaviour or stress.

• Describe the behaviour and the variety of types of this behaviour and then be able to explain it in terms of evolutionary advantage. It is worth noting that higher ability learners could be expected to counter the evolutionary explanations with other approaches or explanations which will then feed into later criteria e.g. the biological, cognitive, behavioural or psychodynamic.

LO2 Understand the biological approach to explaining patterns of human behaviour.

• Basic ideas which underpin the biological approach to behaviour i.e. that human behaviour can be explained

through looking at biochemistry and brain anatomy.

• Studies which support the biological approach.

• The role of brain structures, neurotransmitters and nerve interactions on outward behaviour.

• Studies into brain function e.g. that of HM.

• The basic structure of the brain.

• Name areas of the brain involved in certain functions e.g. Broca’s area for speech.

• How a synapse works, linked to how neurotransmitters work.

• A ‘time lime’ of the link between biochemistry and brain studies and our explanations of human behaviours e.g. the development of treatments for depression which have moved from extreme cognitive or physical treatments to the use of neurotransmitter-altering drugs.

• The impact of brain injury studies on our understanding of the brain and its link to behaviours.

• Strengths of the biological approach (easily measurable, high reliability of measurements, observable evidence and effectiveness of biological treatments).

• Weaknesses of the biological approach (reductionist approach, does not look at psychological factors, takes no account of the individual).

• Evaluation of the biological approach, which should take the form of a comparison with other approaches.

LO3 Understand the ‘nature versus nurture’ debate into human behaviour.

• The nature (traits we’re born with) versus nurture (learnt behaviours) approach to human behaviour. This should be linked to the idea that learned behaviours can be unlearned but if behaviours are innate then they cannot be changed.

• Studies can be used to illustrate the debate, for example those into aggression and computer games.

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Human Behaviour Level 2 Unit 9

• Consider antisocial behaviour as an example of either innate or learned behaviour. Consider research into aggression which assumes that it is learned i.e. the frustration-aggression hypothesis (Dollard) the cue arousal theory (Berkowitz) and the social learning theory (Bandura) in response to external cues. Learners should then compare these theories with biological theories of aggression e.g. genetic predisposition, altered brain chemistry and brain injury.

• Compare three explanations for antisocial behaviour.

• Describe antisocial behaviour and the fact that it is often culturally dictated and then use the social learning , biological and evolutionary approaches to explain why people may act in an antisocial manner.

• Consider in detail the work of Margaret Mead and how her work in small indigenous populations provides evidence for those behaviours which are innate (crying, smiling, baring teeth, seeking a mate) and those which are culturally determined.

• Examine examples which illustrate the nature/nurture debate, such as female body shape perceived attractiveness (‘hourglass’ shape is common across the world as it subconsciously signals fertility but female body size is culturally determined).

LO4 Be able to analyse patterns of human behaviour in interpersonal relationships using the biological and evolutionary theories.

• Romantic and kin relationships and consider evolutionary and biological approaches in explaining why we form such relationships and how we behave in these relationships.

• Consider how changes in biochemistry cause behaviours to change and how these may be linked to evolutionary advantages.

• Investigate how biological theories and evolutionary theories explain: mate selection, love, relationship formation and relationship breakdown.

• Compare and contrast how the theories explain the behaviours and how effective they are in explaining the behaviours.

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DELIVERY GUIDANCE

LO1 Understand the origins of human behaviour and the evolutionary approach to explaining patterns of behaviour.

Learners could begin by considering a human behaviour of their choice and trying to explain why we might behave in such a way. This could be scenario based, for example ‘Jane has many tattoos. Since getting her first small tattoo at the age of 18 she has had more and more. Each time she is excited by the thought of the tattoo and although the tattoo is painful, she feels exhilarated afterwards. She is considering getting more body piercings as her friendship group also have them. Explain Jane’s behaviours.’ Many such scenarios can be created. Learners can then use online and book-based resources to learn about the evolutionary approach and begin to use this to explain their initial behaviour. For M1, pupils cannot only learn the studies behind the approach but should be asked to look at the evidence for and against the theory. For D1, learners should be asked to consider how effective the evolutionary theory is at explaining the behaviour they initially selected.

Learners could also watch videos of animal behaviour, compare primate and human behaviours and explain how this is evidence for evolutionary theories of human behaviour.

For P2 learners could carry out an observation of ‘life in the place of learning’ and record the behaviours observed in general form (check on ethical and other guidelines for observational studies) they could then use the evolutionary theory to explain the observed behaviours.

LO2 Understand the biological approach to explaining patterns of human behaviour.

Learners could begin by observing a pigs head dissection to look at the brain structure and relate this to function. They could then use written resources to study areas of the brain and link these areas to certain behaviours.

If appropriate, external speakers such as medical doctors or research scientists could be invited in to give a lecture into brain chemistry. If this is not an option, there are a number of videos available which look at hormones and neurotransmitters.

Learners could look at the history of brain and biochemical research and link this on a timeline with our understanding of human behaviour.

LO3 Understand the ‘nature versus nurture’ debate into human behaviour.

Learners could begin by watching the TED talk video available online called ‘Solving the Nature versus Nurture’ debate by Gene Robinson. They could take video notes and produce their own radio script about ‘what the debate is’, using both the video notes and other book based resources.

For D3 learners could read one of Margaret Mead’s books and write ‘Cliff Notes’ on her work. Alternatively, learners could watch videos (a number on YouTube) describing her work and create a working biography of her work. Other anthropological studies can also be used.

Initially, learners could look at what we mean by antisocial behaviour. This could be by watching news reports, reading newspapers or listening to radio broadcasts. Learners could list types of antisocial behaviour and begin to classify them (this can be in a variety of ways) and explain why they think people might have these behaviours. They should use prior learning but also suggest other reasons for these behaviours. Learners could look at the links between video games and antisocial behaviour and the work done in this field. They could also investigate research into genetics (trisomy XYY) and male prison populations. They could then contrast the research.

After having studied the nature/nurture debate and antisocial behaviour learners could work in pairs. One of each pair to prepare the ‘nurture’ debate and one to prepare the ‘nature’ side of the debate. This could then feed into a whole group debate about explanations of antisocial behaviour

Having listed antisocial behaviours and classified them, learners now work in groups of three or six. Each person or pair takes one theory. They use books, the internet and other resources (possibly teacher talk or external visitors/videos) and prepare notes on their theory and how it might explain antisocial behaviours. They could then act as ‘teachers’ for others in the group and lead learning about each theory and its explanation of antisocial behaviours.

Following the ‘learners as teachers’ activity for, learners aiming for a distinction could work as teams on big paper (A3 or even lining or wall paper) to create ‘facts’ about each theory and how it explains antisocial behaviours. They could then compare them and create their own notes from these class activities.

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Human Behaviour Level 2 Unit 9

LO4 Be able to analyse patterns of human behaviour in interpersonal relationships using the biological and evolutionary theories.

Learners could look at magazine problem pages and look at typical behaviours. They could also read extracts from teen romances or magazines and try to list different types of relationship behaviours. They could also use psychology text books to add to these. Such behaviours may include: mate selection, love, romantic behaviour, kin relationships, relationship breakdown etc.

They could then use prior knowledge of the evolutionary and biological theories to write explanations for each behaviour they have found. This could then be backed up with teaching and other resources, ending with learners producing a series of ‘box outs’ for a magazine and/or stylised problem page problems and answers.

These theories could be compared. For this, learners could work in pairs to produce a definitive guide to one theory each and then together produce a 3rd guide which explains the similarities and differences of the theories.

Learners could again work in pairs with their work from M4 but this time look at ‘the good, the bad and the ugly’ of each theory and produce a user guide to each theory, which says how good, bad or really bad each theory is.

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SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Criteria Assignment Scenario AssessmentLO1 The evolutionary

approach toexplaininghumanbehaviour

As part of your project to educateteenagers about humanbehaviour, you have been askedto produce a teaching resourcewhich explains human behavioursin terms of evolutionary theories.

Written resources; PowerPoint; hand-outs possiblya presentation given by the learner as part ofthe assessment which could be recorded orwitnessed by the assessor, in addition tosubmission of the PowerPoint or video of the presentation.

To achieve P1 and P2 a learner will explain human behaviours in terms of evolutionary theories. To achieve M1 an analysis of the evidence will be present. Learners achieving D1 will evaluate the effectiveness of the approach.

LO2 The biological approach to explaining human behaviour

Having completed resources to use for teaching about human behaviour and the evolutionary approach, you have been asked to add resources on the biological approach.

For the more able learners, you have been asked to add sections to your resources which analyse the biological theory and look at its limitations in explaining human behaviours

Production of teaching resources which could be in the form of PowerPoint, written ‘resources’ or posters.

P3 Learners need to include a description of the biological approach to explaining human behaviour and should also include some research which supports the theory.

M2 In addition, learners should include an explanation of how studies of human biochemistry and brain anatomy have contributed to our understanding of human behaviours.

D2 Learners need to include an evaluation the limitations of the biological approach using research evidence. The most able learners will also draw comparisons with other approaches.

LO3 The ‘nature versus nurture’ debate

Your debating team has decided that the next topic will be ‘Nature versus Nurture’ prepare arguments for both and their role in explaining human behaviour

Evidence could be from the written notes but could also be from a video of the debate. For this, learners must demonstrate full participation in the debate, which should be witnessed by the assessor, in addition to the video or written evidence.

P4 Learners should demonstrate a clear understanding of the nature vs nurture debate that is limited to antisocial behaviour.

M3 Learners link P4 to biological theories and the evolutionary approach.

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Human Behaviour Level 2 Unit 9

Criteria Assignment Scenario AssessmentLO4 Explanations of

relationship behaviours

The magazine is releasing a relationship special and as part of your work you are producing a discussion DVD and booklet which looks at relationship theories, their advantages and disadvantages and how they explain human behaviours.

Evidence takes the form of collaborative workin the form of a poster which learners then ‘discuss’ - this discussion could be written or verbal. If it isverbal, it should be witnessed and/or recorded asevidence.

P5 Learners should describe patterns of behaviour in relationships and evaluate these using evolutionary and biological theories.

M4 Learners need to extend their descriptions at P4 to include a comparison of the theories of human relationship behaviour.

D3 Learners should include an analysis of the effectiveness of the theories of human behaviour in explaining human interpersonal relationships.

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