Subject Overview Curriculum pathway

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1 Subject Overview Curriculum pathway Course Summary OCR A Level Psychology Unit / Module Research methods (01) Psychological themes through core studies (02) Applied Psychology (03) Course: GCE AS and Year 1 Psychology Overall Summary Exam / Controlled % of course UMS allocation Marks available UMS / RAW mark grade boundaries for 2017 Assessment UMS RAW mark Grade written paper 2 90 marks A* hours 30% To be confirmed To be To be of total A level by exam board confirmed confirmed written paper marks by exam by exam A hours 35% board board of total A level Written paper 2 hours 35% of total A level 105 marks B C D E U Y12 Unit / Module Map Time allocation Half term 1 Half term 2 Half term 3 Half term 4 Half term 5 Half term Planning and 1.4 Report Writing 1.5 Practical Activities & Conducting 1.6 How Science works research 1.1 Research methods and techniques 2.1 Response to people in Authority - Milgram & Bocchiaro Study & Social Approach 2.2 Memory Loftus & Palmer study & Grant et al Study (Context dependent memory) + Cognitive approach 1.3 Data recording, analysis & presentation 2.3 External Influences on Children s behaviour Bandura Study & the Chaney et al (Funhaler) study + Developmental approach 2.4 Regions of the Brain Sperry Split Brain study & Casey et al (Neural correlates of delay of gratification) 2.5 Understanding Disorders Freud Little Hans study & Baron Cohen study (autism in adults) 2.6 Responses to people in need Piliavin et al study and Levine et al study Alternatives to the medical model

2 Y13 Unit / Module Map Time allocation Half term 1 Half term 2 Half term 3 Half term 4 Half term Child Psychology Revision & Assessment 3.1 Section B option 3.2 Section A Mental Health Forensic 1. Intelligence 1.1 The historical Psychology context of mental health 2.6 Attention Moray Study (auditory attention) & Simon & Chabris (Visual inattention) 2.7 Moral Development Kohlberg (stages of moral development) & Lee et la study (Evaluations of lying & telling truth) 2.8 Brain plasticity - Blakemore and Cooper (1970) Impact of early visual experience & Maguire et al. (2000) Taxi drivers 2.9 Measuring differences - Gould (1982) A nation of morons Bias in IQ testing Hancock et al. (2011) Language of psychopaths 3.2 Section B option 2 Criminal Psychology What makes a criminal? (Biological) 1.2 The medical model 1.3 Alternatives to the medical model 3.2 The collection and processing of forensic evidence (Biological) 3.2 Collection of evidence (Cognitive) 3.2 Psychology and the courtroom (Cognitive) Crime prevention (Social) Effect of imprisonment (Social) 2. impact of advertising on children, 3. perceptual development, 4. cognitive development 5. development of attachment

3 Subject Overview 2 Year Curriculum pathway Year 12 Year 13 Scheme of work Scheme of work Unit 1 Research Methods Unit 1 Research Methods Unit 1 Research Methods Unit 2 Psychological Themes Unit 2 Psychological Themes Unit 2 Psychological Themes Unit 3.1 Criminal Psychology Unit 3.1 Criminal Psychology Unit 3.1 Criminal Psychology Unit 3.1 Mental Health +Core Studies Unit 3.1 Mental Health + Core Studies Unit 3.1 Mental Health + Core Studies How learning of skills and knowledge will occur 2 year progression

4 Year 13 GCE A Level Psychology Exam specification requirements1 The main purpose of this qualification is to prepare learners by providing a suitable foundation for the study of psychology or related courses in Higher Education. A further purpose of this qualification is to prepare learners intending to pursue careers or further study in social sciences, or as part of a general education. The OCR A Level qualification in Psychology enables learners to: develop essential knowledge and understanding of different areas of the subject and how they relate to each other develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods develop competence and confidence in a variety of practical, mathematical and problem solving skills develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society Theme 1: Markets, consumers Unit 2 Psychological Themes What is Social Psychology Unit 2 Psychological Themes: Introduces some of the central areas of investigation in psychology organised in key themes. Each key theme is represented by a classic and a contemporary core study. Autumn 1 Throughout the first term students will be taught the key exam technique for the GCE A Level Psychology paper. In HT 1 they will be taught how to answer questions in the exam paper. This will be assessed regularly with exam questions for homework. Students should be able to discuss and explain the following topics/sub topics: CORE STUDIES in 2.6 Attention Moray Study (auditory attention) & Simon & Chabris (Visual inattention) 2.7 Moral Development Kohlberg (stages of moral development) & Lee et la study (Evaluations of lying & telling truth) 2.8 Brain plasticity - Blakemore and Cooper (1970) Impact of early visual experience & Maguire et al. (2000) Taxi drivers 2.9 Measuring differences - Gould (1982) A nation of morons Bias in IQ testing Hancock et al. (2011) Language of psychopaths Students will learn the following about each study:

5 Individual studies Tell the story of each core study in terms of: background method o design o sample o materials/ apparatus o procedure Core studies in their pairs results conclusions. How the two studies are similar. How the two studies are different. To what extent the contemporary study changes our understanding of the key theme. To what extent the contemporary study changes our understanding of individual, social and cultural diversity. Autumn 2 Unit 3 Applied Psychology The Big Questions: What is Mental Health? What are the alternatives to the medical model? What is the medical model? Component 3 Applied Psychology - There are a number of methodological issues and debates that run throughout Applied psychology (Component 03). The assessment will require learners to apply these issues and debates across a range of topics, further developing the material in the specification and making links between the issues and debates and the content of this component. Throughout the first term students will be taught the key exam technique for the GCE A Level Psychology paper. In HT 2 they will be taught how to answer questions in the exam paper. This will be assessed in the last week of the half term in timed conditions, using a past paper. Students should be able to discuss and explain the following topics/sub topics: Compulsory unit Issues in Mental Health Section A

6 1.The historical context of mental health Historical views of mental illness Defining abnormality Categorising mental disorders Rosenhan (1973) On being sane in insane places. Characteristics of an affective disorder, a psychotic disorder and an anxiety disorder. 2. The medical model The biochemical explanation of mental illness The genetic explanation of mental illness Brain abnormality as an explanation of mental illness Gottesman et al. (2010) Disorders in offspring with two psychiatrically ill parents. Biological treatment of one specific disorder. 3. Alternatives to the medical model The behaviourist explanation of mental illness The cognitive explanation of mental illness One from: the humanistic explanation of mental illness the psychodynamic explanation of mental illness the cognitive neuroscience explanation of mental illness. Szasz (2011) The myth of mental illness: 50 years later. Non-biological treatment of one specific disorder. The Big Questions What is Forensic psychology? Component 3 Applied Psychology - There are a number of methodological issues and debates that run throughout Applied psychology (Component 03). The assessment will require learners to apply these issues and debates across a range of topics, further developing the material in the specification and making links between the issues and debates and the content of this component Spring 1 Homework assessments Throughout the first term students will be taught the key exam technique for the GCE A Level Psychology paper. In HT 3 they will be taught how to answer questions in the exam paper. This will be assessed in the last week of the half term in timed conditions, using a past paper. Option unit 2 Forensic Psychology 1. What makes a criminal? (Biological) Physiological and nonphysiological explanations of criminal behaviour. Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography. At least one biological strategy for preventing criminal behaviour.

7 2. The collection and processing of forensic evidence (Biological) Motivating factors and bias in the collection and processing of forensic evidence. Hall and Player (2008) Will the introduction of an emotional context affect fingerprint analysis and decision-making? At least one strategy for reducing bias in the collection and processing of forensic evidence. 3. Collection of evidence (Cognitive) Collection and use of evidence from witnesses and suspects. Memon, A. and Higham, P. A. (1999) A review of the cognitive interview. Psychology, Crime and Law. 5, (1 2), At least one strategy for police interviews. 4. Psychology and the courtroom (Cognitive) How juries can be persuaded by the characteristics of witnesses and defendants. Dixon et al. (2002) The Role of Accent and Context in Perceptions of Guilt. At least one strategy to influence jury decision making. 5. Crime prevention (Social) How the features of neighbourhoods and a zero tolerance policy can influence crime. Wilson and Kelling (1982) The police and neighbourhood safety: Broken windows. At least one strategy for crime prevention. 6. Effect of imprisonment (Social) Punishment and reform as responses to criminal behaviour. Haney et al. (1973) Study of prisoners and guards in a simulated prison. At least one strategy for reducing reoffending. Spring 2 The Big Questions 1. What is child Psychology Component 3 Applied Psychology - There are a number of methodological issues and debates that run throughout Applied psychology (Component 03). The assessment will require learners to apply these issues and debates across a range of topics, further developing the material in the specification and making links between the issues and debates and the content of this component Mock Exam Homework assessments

8 Throughout the first term students will be taught the key exam technique for the GCE A Level Psychology paper. In HT 4 they will be taught how to answer questions in the exam paper. This will be assessed in the last week of the half term in timed conditions, using a past paper. 1. Intelligence (Biological) What psychologists mean by intelligence and what biological factors could affect intelligence. Van Leeuwen et al. (2008) A twin-family study of general IQ. At least one method of assessing intelligence. 2. Pre-adult brain development (Biological) Brain development and the impact of this on risk taking behaviour. Barkley- Levenson and Galván (2014) Neural representation of expected value in the adolescent brain. At least one strategy to reduce risk taking behaviours using knowledge of brain development. 3. Perceptual development (Cognitive) Perceptual development in children and how this can be studied in babies and animals. Gibson and Walk (1960) The visual cliff. At least one play strategy to develop perception in young children. 4. Cognitive development and education (Cognitive) Cognitive development in children and the impact of this on education. Wood et al. (1976) The role of tutoring in problem solving At least one cognitive strategy to improve revision or learning. 5. Development of attachment (Social) The development of attachment in babies and the impact of failure to develop attachments. Ainsworth and Bell (1970) Attachment, Exploration and Separation: Illustrated by the Behavior of One-year-olds in a Strange Situation. At least one strategy to develop an attachment friendly environment. 6. Impact of advertising on children (Social) The influence of television advertising on children and the stereotyping in such advertising. Johnson and Young (2002) Gendered voices in children s advertising. At least one strategy to reduce impact of advertising which is aimed at children. Summer 1 The big question? Final mock exam and homework assessments Revision of all three units Revision of the first 2 units plus exam practice

OCR AS Psychology. Component 1 Research Methods. Component 2 - Psychological themes through core studies

OCR AS Psychology. Component 1 Research Methods. Component 2 - Psychological themes through core studies OCR AS Psychology Component 1 Research Methods Multiple choice from across component content Research design and response Data Analysis and Interpretation Research methods criteria set by OFQUAL and tested