Students will develop a curiosity of the human mind and behaviour, to think analytically and to reach logical conclusions based on scientific evidence.
This course is designed to:
Paper 2: Approaches (Year 1 content only)
Taught first as it provides a strong insight into both the history and the basic principles of psychology.
Paper 1: Social Influence
This is an engaging topic. This topic contains 3 compulsory research studies, allowing the introduction of research methods topics (e.g. internal validity including demand characteristics, external validity including participant, ecological and temporal validity, ethics and statistical findings).
Paper 1: Memory
Memory is a relatively accessible topic, so is a good topic for teaching towards the start of the course. This topic includes both experiments and case studies, allowing students to access core research methods content and provides another context for core research method themes (e.g. internal and external validity).
Paper 2: Research Methods.
After students have gained a sound understanding of what the subject is all about though the study of three diverse units they focus more on how psychologists conduct research.
Paper 1 – Attachment.
The attachment unit provides another context to see psychology in action.
Paper 1 – Psychopathology.
This is taught towards the end of the course as it is a highly engaging topic keeping students motivated to learn when content is becoming heavy
Paper 2 – Biopsychology (Year 1 only)
A good proportion of students have some knowledge of the elements taught in Biopsychology Year 1 from GCSE science, making it easier to teach than the former topic areas that include a wealth of brand new information, which is why it is placed towards the end of the academic year.
Paper 2 – Research Methods Project
Completing a piece of research in small groups allows students to explore the practicalities of research methods in a fun and interesting way.
Summer Work – Issues and Debates Flipped Learning
This is the synoptic unit which brings together knowledge from a broad range of psychology topics to tackle wider questions relating to psychology and psychological research.
Paper 2 – Approaches (Year 2 content)
Students will have a more sophisticated understanding of the Year 1 approaches topics by the end of year 12
Paper 2 – Biopsychology (Year 2 content)
Biopsychology is taught at the start of Year 13 as it is an incredibly interesting topic that really encapsulates students interest at the start of the new academic year.
Paper 3 – Aggression
Aggression is taught as the first option topic as it is quite lengthy and includes a fair amount of biological content, which connects approaches and biopsychology that have been covered recently.
Paper 2 – Research Methods
As mentioned previously, Research Methods is separated our for engagement reasons. It is such a fundamental part of the course, however, that it needs to be covered relatively early in year 13.
Paper 3 – Schizophrenia
Students tend to enjoy this topic area so it fits well after the rather difficult research methods topic.
Paper 3 – Relationships
This topic area is relatable and isn’t too difficult to grasp so is appropriate to add towards the end of the course when stress levels can be high and confidence low.
Paper 3 – Issues and Debates
After completing all other topic areas within the course, students then have a broad range of topics to draw on when applying their prior knowledge in this synoptic unit.
Assessment and feedback form an integral part of the course and will be seen in every psychology lesson. Students participate in a variety of retrieval and checking for understanding tasks as a means to assess learning and to allow responsive teaching. Mock exams are timetabled into the school calendar. Feedback from these mock exams is robust and leads to planned activities for filling whole class gaps in knowledge and/or skills alongside individual student plans which are targeted to needs. Regular mini assessments take place during lessons. Feedback from this includes a range of self-assessment, peer assessment or teacher feedback.
The Psychology team have high aspirations for all students and thus plan lessons with a view to allowing all students access to A* content. However, many different strategies are used to support students of differing levels to access the course. For example, use of scaffolding (PEEL / Hamburger Technique for AO3), application of strategies in SEND pupil plans and stretch and challenge in every lesson. Every lesson includes a range of techniques for checking for understanding to allow teachers to respond effectively to students needs (speeding up content if students grasp well / slowing down or revisiting topics where students struggle / supporting individual students). Modelling techniques such as ‘I do, we do, you do’ are used routinely to support students to grasp how to successful apply knowledge to examination questions. Feedback from formative assessment leads to targeted intervention to ensure all students are given improvement tasks at the correct challenge level.
Mulberry UTC is part of the Mulberry Schools Trust which is a charitable company limited by guarantee registered in England and Wales (Company No. 10035860).
Company’s registered office: Mulberry Schools Trust, Richard Street, Commercial Road, London E1 2JP.
