Psychology

Psychology is one of our newest GCSE options to join the curriculum within our W Pathway KS4 curriculum, introduced in September 2020. As a school we believe in the power of the psychological curriculum to create self-awareness in our learners, creating an understanding of themselves whilst also increasing their ability to understand others. Through the study of psychological theories, research and infamous thinkers, we believe students understand their place in society to a greater extent through a curriculum that normalises differences and embraces the scientific understanding of the human nature. Within Psychology, students learn the process of learning, its development alongside the process of memory and therefore this only complements wider studies of Mathematics, Science and English requiring a solid understanding in each of these fields to process psychological thinking. We intend, that through the study of Psychology, our students grow in critical thinking, analysis and an understanding of how to analyse information presented but also to understand how information is generated in society, questioning ethics, validity and reliability. We wish our students to understand the contribution of Psychology to individual, social and cultural diversity, understanding the relationship between Psychology and personal, moral, social and cultural issues, developing our students’ own ethical principles in order to become reflective thinkers who can develop arguments and draw conclusions in a critical and scientific manner.

Key Stage 4

Year 10  Autumn Term 1 Autumn Term 2  Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied for
AQA
Psychology
Research Methods Students are introduced to the methods used to gather psychological research, exploring the advantages and disadvantages as well as questioning ethics, reliability and validity Cognitive Behaviour: Memory and Perception Students learn of the processes of memory and its structures. Students also explore factors affecting perception, including illusions Development and Paper 1 Revision Students explore the stages of early brain development and the effect of learning of development. Social Influence, Language, Thought and Communication Students explore conformity within society and obedience (including crowd and collective behaviour). Students also begin exploring the relationship between language and thought Psychological Problems Students explore mental health and how the incidences of significant mental health changes over time. Students explore the effects of mental health on both individuals and society. Theories of depression and addiction are also introduced Brain, Neuropsychology and Paper 2 Revision Students learn of the structure and function of the nervous system and the brain. Neuron structure and function are explored alongside an introduction to neuropsychology
Skills and
Key
Knowledge
Taught
-Hypotheses and types of variable

-Sampling methods

-Designing research

-Correlation

-Research procedures

-Planning and conducting research

-Ethical considerations

-Data handling

-Computation and descriptive statistics

-Interpretation and display of quantitative data

-Normal distributions

-Processes of memory

-Structures of memory

-Memory as an active process

-Sensation and perception

-Visual cues and constancies

-Gibson’s direct theory of perception

– the influence of nature

-Visual illusions

-Gregory’s constructivist theory of perception

– the influence of nurture

-Factors affecting perception

-Early brain development

-Piaget’s theory: the four stages of development

-Effects of learning on development

-Reduction of egocentricity, development of conservation

-McGarrigle and Donaldson’s ‘naughty teddy study’

-Hughes’ ‘policeman doll study’

-Dweck’s Mindset Theory of learning: fixed mindset and growth mindset. The role of praise and self-efficacy beliefs in learning

-Willingham’s Learning Theory and his criticism of learning styles

-Conformity

-Obedience

-Prosocial behaviour

-Crowd and collective behaviour

-Relationship between language and thought

-Differences between human and animal communication

-Non-verbal communication

-Explanations of non-verbal behaviour

-Piaget’s theory: language depends on thought

-The Sapir-Whorf hypothesis: thinking depends on language

-Von Frisch’s bee study

-Darwin’s evolutionary theory of non-verbal communication

-An understanding of mental health

-MHP on individuals and society

-CBT

-Use of International Classification of Diseases in diagnosing addiction

-Characteristics of clinical depression

-Theories of depression

-Interventions or therapies for depression

-Characteristics of addiction

-Theories of addiction

-Interventions or therapies for addiction

-The autonomic nervous system and the fight or flight response

-The James-Lange theory of emotion Sensory, relay and motor neurons

-Synaptic transmission

-Hebb’s theory

-Brain structure: frontal lobe, temporal lobe, parietal lobe, occipital lobe and cerebellum

-Localisation of function in the brain: motor, somatosensory, visual, auditory, language areas

-Penfield’s study of the interpretive cortex

-Cognitive neuroscience

-Scanning techniques to identify brain function: CT, PET and fMRI scans

-Tulving’s ‘gold’ memory An understanding of how neurological damage

Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Use of online platforms such as Seneca and Youtube for podcasts and revision of key content

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: book purchases for any theories and/or topics studied, notably in preparation for future A Level selection

Wider reading: blogs and online articles/further reading on topics and studies outlined

Teacher discussions following assessments and/or reports

Encourage the participation in enrichment and revision workshops

Year 11  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied for
AQA
Psychology
Memory and Perception Students build to content within Year 10 and begin connecting knowledge together and applying to exam content Development and Research Students build to content within Year 10 and begin connecting knowledge together and applying to exam content

 

Social Influence and Language, Thought and Communication Students build to content within Year 10 and begin connecting knowledge together and applying to exam content Brain, Neuropsychology and Psychological Problems Students build to content within Year 10 and begin connecting knowledge together and applying to exam content Assessment Revision Class teacher to tailor to suit the needs of the class. Exams Undertaken
Skills and
Key
Knowledge
Taught
-Processes of memory encoding and retrieval

-Structures of memory the multi

-store model

-Memory as an active process

-Sensation and perception

-Visual cues and constancies

-Gibson’s direct theory of perception

– the influence of nature

-Visual illusions

-Gregory’s constructivist theory of perception

– the influence of nurture

-Factors affecting perception

-The Theory of Reconstructive Memory, including the concept of ‘effort after meaning’

-Bartlett’s War of the Ghosts study

-Factors affecting the accuracy of memory, including interference, context and false memories

-Primacy and recency effects in recall: the effects of serial position

-Murdock’s serial position curve study

-Designing research

-Experimental method (experimental designs, independent groups, repeated measures, matched pairs)

-Laboratory experiments

-Field and natural experiments

-Interviews

-Questionnaires

-Case studies

-Observation studies

-Correlation

-Research procedures

-Planning and conducting research

-Ethical considerations

-Computation and descriptive statistics Interpretation and display of quantitative data

-Normal distributions

-Early brain development

-Piaget’s theory

-Effects of learning on development

-McGarrigle and Donaldson’s ‘naughty teddy study’

-Hughes’ ‘policeman doll study’

-Conformity

-Obedience

-Prosocial behaviour

-Crowd and collective behaviour

-Relationship between language and thought

-Differences between human and animal communication

-Non-verbal communication

-Explanations of non-verbal behaviour

-Piaget’s theory: language depends on thought

-The Sapir-Whorf hypothesis: thinking depends on language

-Von Frisch’s bee study

-Darwin’s evolutionary theory of non-verbal communication

-The autonomic nervous system and the fight or flight response

-The James-Lange theory of emotion Sensory, relay and motor neurons

-Synaptic transmission

-Hebb’s theory

-Brain structure: frontal lobe, temporal lobe, parietal lobe, occipital lobe and cerebellum

-Localisation of function in the brain: motor, somatosensory, visual, auditory, language areas

-Penfield’s study of the interpretive cortex

-Cognitive neuroscience

-Scanning techniques to identify brain function: CT, PET and fMRI scans

-Tulving’s ‘gold’ memory An understanding of how neurological damage

-Accumulation of all skills and content -Accumulation of all skills and content
Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Use of online platforms such as Seneca and Youtube for podcasts and revision of key content

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: book purchases for any theories and/or topics studied, notably in preparation for future A Level selection

Wider reading: blogs and online articles/further reading on topics and studies outlined

Teacher discussions following assessments and/or reports

Encourage the participation in enrichment and revision workshop