Cambridge

TECHNICALS

OCR LEVEL 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN

SCIENCE

HUMAN BEHAVIOUR
A/505/3122

LEVEL 2 UNIT 9

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

HUMAN BEHAVIOUR
A/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) Pass Merit Distinction

The learner will:
The assessment criteria are
the pass requirements for
this unit.
The learner can:
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
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 P1 describe the M1 analyse evidence D1 evaluate the

of human behaviour evolutionary approach
and the evolutionary to explaining patterns
approach to explaining of human behaviour
patterns of behaviour.
P2 describe the origins
of human behaviours
using evolutionary
theory
2 Understand the P3 describe the biological
biological approach to approach to explaining
explaining patterns of human behaviour and
human behaviour. discuss research which
supports the theory
3 Understand the ‘nature P4 describe the ‘nature
versus nurture’ debate versus nurture’ debate
into human behaviour. with specific reference
to antisocial behaviour
4 Be able to analyse P5 describe patterns
patterns of human of behaviour in
behaviour in relationships and
interpersonal evaluate these using
relationships using evolutionary and
the biological and biological theories
evolutionary theories.
for the evolutionary
approach to explaining
human behaviour
M2 explain how studies of D2 evaluate the biological
human biochemistry
and brain anatomy
have contributed to
our understanding of
human behaviours
M3 explain anti-social
behaviour using social
learning and biological
theories and the
evolutionary approach
M4 compare and contrast D3 analyse the
theories of human
relationship behaviour
effectiveness of the
evolutionary approach
in explaining patterns
of human behaviour
approach using
research evidence,
comparing this
approach with
other approaches/
explanations
effectiveness of
theories of human
behaviour in explaining
human interpersonal
relationships

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TEACHING CONTENT
The 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
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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 LO3 Understand the ‘nature versus nurture’ debate into
evolutionary approach to explaining patterns of behaviour. human behaviour.
Learners could begin by considering a human behaviour Learners could begin by watching the TED talk video available
of their choice and trying to explain why we might behave online called ‘Solving the Nature versus Nurture’ debate by
in such a way. This could be scenario based, for example Gene Robinson. They could take video notes and produce
‘Jane has many tattoos. Since getting her first small tattoo at their own radio script about ‘what the debate is’, using both
the age of 18 she has had more and more. Each time she is the video notes and other book based resources.
excited by the thought of the tattoo and although the tattoo
For D3 learners could read one of Margaret Mead’s books
is painful, she feels exhilarated afterwards. She is considering
and write ‘Cliff Notes’ on her work. Alternatively, learners
getting more body piercings as her friendship group also
could watch videos (a number on YouTube) describing her
have them. Explain Jane’s behaviours.’ Many such scenarios
work and create a working biography of her work. Other
can be created. Learners can then use online and book-based
anthropological studies can also be used.
resources to learn about the evolutionary approach and begin
to use this to explain their initial behaviour. For M1, pupils
Initially, learners could look at what we mean by antisocial
cannot only learn the studies behind the approach but shouldbehaviour. This could be by watching news reports, reading
be asked to look at the evidence for and against the theory.newspapers or listening to radio broadcasts. Learners could
For D1, learners should be asked to consider how effective list types of antisocial behaviour and begin to classify them
the evolutionary theory is at explaining the behaviour they (this can be in a variety of ways) and explain why they think
initially selected. people might have these behaviours. They should use prior
learning but also suggest other reasons for these behaviours.
Learners could also watch videos of animal behaviour,
Learners could look at the links between video games and
compare primate and human behaviours and explain how this
antisocial behaviour and the work done in this field. They
is evidence for evolutionary theories of human behaviour.
could also investigate research into genetics (trisomy XYY)
For P2 learners could carry out an observation of ‘life in and male prison populations. They could then contrast the
the place of learning’ and record the behaviours observed research.
in general form (check on ethical and other guidelines for
After having studied the nature/nurture debate and antisocial
observational studies) they could then use the evolutionary
behaviour learners could work in pairs. One of each pair to
theory to explain the observed behaviours.
prepare the ‘nurture’ debate and one to prepare the ‘nature’
LO2 Understand the biological approach to explaining side of the debate. This could then feed into a whole group
patterns of human behaviour. debate about explanations of antisocial behaviour
Learners could begin by observing a pigs head dissection to Having listed antisocial behaviours and classified them,
look at the brain structure and relate this to function. They learners now work in groups of three or six. Each person or
could then use written resources to study areas of the brain pair takes one theory. They use books, the internet and other
and link these areas to certain behaviours. resources (possibly teacher talk or external visitors/videos)
and prepare notes on their theory and how it might explain
If appropriate, external speakers such as medical doctors
antisocial behaviours. They could then act as ‘teachers’ for
or research scientists could be invited in to give a lecture
others in the group and lead learning about each theory and
into brain chemistry. If this is not an option, there are a
its explanation of antisocial behaviours.
number of videos available which look at hormones and
neurotransmitters. Following the ‘learners as teachers’ activity for, learners
aiming for a distinction could work as teams on big paper
Learners could look at the history of brain and biochemical
(A3 or even lining or wall paper) to create ‘facts’ about each
research and link this on a timeline with our understanding of
theory and how it explains antisocial behaviours. They could
human behaviour.
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
LO1 The evolutionary As part of your project to educate
approach to teenagers about human
explaining behaviour, you have been asked
human to produce a teaching resource
behaviour which explains human behaviours
in terms of evolutionary theories.
LO2 The biological Having completed resources
approach to to use for teaching about
explaining human behaviour and the
human evolutionary approach, you have
behaviour 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
LO3 The ‘nature Your debating team has decided
versus nurture’ that the next topic will be ‘Nature
debate versus Nurture’ prepare arguments
for both and their role in
explaining human behaviour
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Assessment
Written resources; PowerPoint; hand-outs possibly
a presentation given by the learner as part of
the assessment which could be recorded or
witnessed by the assessor, in addition to
submission 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.
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.
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.

Criteria Assignment Scenario
LO4 Explanations of The magazine is releasing a
relationship relationship special and as part of
behaviours 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.
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Human Behaviour Level 2 Unit 9
Assessment
Evidence takes the form of collaborative work
in the form of a poster which learners then ‘discuss’
- this discussion could be written or verbal. If it is
verbal, it should be witnessed and/or recorded as
evidence.
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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