This lesson introduces the cognitive explanation of anorexia nervosa, beginning with a relatable starter that encourages students to reflect on everyday negative thinking (e.g. mirrors, exams, and self-judgement) and how thoughts can feel true even when inaccurate. This leads naturally into the core assumption of the cognitive approach: that anorexia is maintained by distorted thinking about body shape, weight, and self-worth.

AO1 knowledge is delivered through clear explanations of cognitive distortions, including disturbed perceptions, irrational beliefs (all-or-nothing thinking, catastrophising), perfectionism, and cognitive inflexibility. Key research is integrated throughout, such as Williamson et al., Hewitt et al., Treasure & Schmidt, and cognitive models by Garner & Bemis and Fairburn et al. Understanding is checked using fast-paced mini whiteboard questions linked to students’ A-level experiences.

Students then apply their knowledge through exam-style AO2 scenarios (e.g. Leah and Aamir), supported by structured model answers. AO3 evaluation is developed using PEEL paragraphs, including research support (e.g. Sachdev et al., Halmi et al., Fairburn et al.) and limitations (e.g. Cornelissen et al., Viken et al.), alongside MCQs and dilemma-style debates (e.g. thinking change vs weight restoration). The lesson ends with extended exam practice, peer assessment (WWW/EBI), and a reflective plenary.

Includes:

• Engaging starter & retrieval questions
• AO1 explanations with key research
• Mini whiteboard checks linked to A-level life
• AO2 application scenarios with model answers
• AO3 evaluation using PEEL structure
• MCQs & true/false checks
• Debate tasks and ethical dilemmas
• Exam practice & peer assessment

Low-prep, high-engagement, fully exam-focused