Mission
To provide our students with opportunities and experiences to enhance their life choices, making a positive contribution to the world we share.
Curriculum Intent
The psychology curriculum is designed to build upon the various skills and foundations of knowledge from a range of subjects at key stage 3-4 level and to focus these towards understanding this new and exciting subject area. Psychology students will be well versed in the process of psychological research design and implementation and will develop an in-depth understanding of the various established approaches to understanding human behaviour. The content covered is dictated by the AQA specification, but the sequencing of these topics has been carefully arranged order to gradually build upon both the skills and underlying themes that underpin later areas of study.
By the end of their education, a student of Psychology at Friesland School will:
1. Be able to describe in detail the main concepts, explanations and theories of behaviour outlined within the AQA A level psychology specification.
2. Be able to apply their understanding of these concepts, explanations and theories to explain novel scenarios and solve research problems.
3. Be able to critically evaluate these concepts, explanations and theories using a wide range of evaluative concepts.
Process
Powerful knowledge
· The curriculum is intelligently sequenced to ensure students remember powerful knowledge by consistently highlighting these concepts as and when they are relevant within the sequencing of lessons. For example, the concept of individual differences is a central theme across all topics, highlighting both the limitations of nomothetic theories of behaviour, as well as ensuring that high level of respect is maintained when discussing the diversity of the human condition. This is particularly prevalent within sensitive topics, such as treatments of psychopathologies and the understanding of criminal behaviours.
· Optional topics have been carefully selected in order to complement central themes that run throughout the AQA specification. For example, both the forensics and schizophrenia topics rely heavily on the underlying concepts within the compulsory ‘biopsychology’ topic, ensuring that students have are able to utilise their existing knowledge to support subsequent content.
· Research methods largely makes up much of the disciplinary knowledge of the course, covering the skills and processes involved in the scientific study of behaviour, such as operationalising variables and measuring behavioural outcomes. This disciplinary knowledge is consistently referred to as students develop their substantive knowledge of the various concepts and theories covered within the specification. An essential skill is the ability to justify how we are able to make claims regarding human behaviour, which in most cases relies upon an understanding of the empirical processes of scientific research.
· Within each scheme of work, key knowledge is taught and re-visited on a regular basis through interleaved ‘Do Now’ quizzes and repetition of key skills. In addition, knowledge sheets provide students with a succinct format for the most powerful knowledge in Psychology and ensure students are exposed to the knowledge needed in order to succeed.
The Psychology curriculum will support and scaffold all students to be successful:
· Lessons are sequenced to allow time for modelling and practice of a wide range of examination scenarios. The modelling of exam style questions gradually develops student responsibility for their work, and allows them to see the metacognitive process involved in their writing.
· All psychology students are given structured independent study work (red book exercises) to complement their work in class. These weekly tasks involve pre-lesson readings and exam questions to complete on a regular basis. These same texts are then used within lessons in order to promote accountability and repetition of content.
· Tier 2 and 3 vocabulary runs throughout the entire curriculum, which ensures students are equipped with the word power they need to succeed, at school and beyond. These terms are embedded as part of the modelling process, through classroom discussions, independent study work and the knowledge sheets for psychology. Whole class feedback is used effectively to highlight good practice and use of terminology.
· FASE Reading / Control the Game is used when reading texts aloud and students are supported through this process with the text being placed under the visualiser by the expert teacher.
The psychology curriculum contributes to the personal development of students at Friesland School:
· Students of psychology are encouraged to support their claims using concise communication and empirical evidence. This promotes a professional and logical communication style that translates well to the world of work and beyond.
· Psychology students learn about the many varied reasons for human behaviour, developing their sense of empathy and analysis. For example, reasons for a personal relationship ending, or understanding how much control a person may have over their aggressive behaviour can help our students develop into conscientious and understanding adults.
· Many of the topics studied within psychology translate very specifically to personal development. For example, the attachment topic examines the importance placed on early relationships with children and the consequences of misunderstanding these crucial periods of time.
· The skills gained within the research methods elements of course are relevant and applicable to many different career destinations, such as those working in the science and development field, as well as those in clinical settings.
Opportunities are built in to make links to the world of work to enhance the careers, advice and guidance that students are exposed to:
· Students gain an understanding of the professional world of work by undertaking the Nottingham Crown courts trip; this allows them to see some of their concepts and theories playing out in the real world, whilst encouraging a strong sense of respect and understanding for official processes.
· Students have the opportunity to attend support sessions with past students that have previously studied psychology at degree level, allowing them to personalise their understanding of different career paths.
· References to the various psychological fields and career paths are embedded into curriculum at various points. For example, when embarking on the psychopathology topic, students are given advice by the expert author to help them differentiate between clinical psychologists, psychiatrists, councillors and therapists.
Key Stage 5
The curriculum consists of eight compulsory topics and three chosen from a selection of options. This A level psychology course is taken from the AQA specification, which assesses content across three two-hour exam papers at the end of year thirteen. Each paper is two hours long, and are weighted equally, consisting of 96 marks each. Questions range from multiple choice questions, short answer questions and extended response questions. Paper one covers the social influence, memory, attachment and psychopathology topics. Paper two covers the Approaches, psychopathology and research methods topics. Paper three covers the issues and debates topic, as well as the four optional topics of relationships, forensics and schizophrenia. Research methods questions are also found in papers one and three, making up roughly 33% of the content covered, with 10% of these questions being mathematic in nature. These eleven topics are broken down into 254 lessons, with each topic being covered in between 13-28 lessons each.