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GCEExaminations from 2009First AS Award: Summer 2009First A Level Award: Summer 2010

Psychology

GCE AS/A PSYCHOLOGY 1

Contents

WJEC AS GCE in Psychology WJEC A Level GCE in Psychology

First AS Award - Summer 2009

First A level Award - Summer 2010

Page Entry Codes and Availability of Units 2 Summary of Assessment 3 Introduction 5 Aims 8 Assessment Objectives 9 Specification Content 11 Scheme of Assessment 19 Key Skills 22 Performance Descriptions 23 Ofqual has confirmed that from September 2013 students in England will no longer be able to sit AS or A2 examinations in January.


GCE Psychology

Subject/Option Entry Codes

Advanced Subsidiary (AS) "Cash in" entry Advanced Level (A)"Cash in" entry

2331 3331

PY1 : Approaches in Psychology 1331

PY2 : Psychology: Core studies and Applied Research Methods

1332

PY3 : Psychology: Research Methods and Issues in Research

1333

PY4 : Psychology: Controversies, Topics and Applications

1334

When making entries, the following option codes should be entered after the four digit unit or cash-in code to indicate English medium or Welsh medium entries:

English medium 01 Welsh medium W1

Availability of Assessment Units

Unit January

2009

June 2009

January 2010

June 2010 & each subsequent

year

*January 2011 & each subsequent

year

PY1

PY2

PY3

PY4

* From January 2014 there will be no January AS or A2 examinations for students in England.

Qualification Accreditation Numbers

Advanced Subsidiary: 500/2914/9 Advanced: 500/2611/2


SUMMARY OF ASSESSMENT

This specification is divided into a total of four units, 2 AS units and 2 A level units. Weightings noted below are expressed in terms of the full A level qualification. Marks are given as raw and uniform marks (UMS).

AS (2 units)

PY 1 20% 1 hour 15 minutes Written Paper 60 marks (80 UMS)

Approaches in Psychology Candidates answer five compulsory questions based on Approaches in Psychology.

PY 2 30% 1¾ hours Written Paper 90 marks (120 UMS)

Psychology: Core Studies and Applied Research Methods Section A and Section B questions are based on the Core Studies and candidates answer three compulsory questions in each section. Section C is based on Research Methods and candidates answer one question from a choice of two.

A LEVEL (the above plus a further 2 units)

PY 3 20% 1½ hours Written Paper 80 marks (80 UMS)

Psychology: Research Methods and Issues in Research There are three Sections. Sections A and B contain questions which are compulsory. In each Section there are a number of short answer questions, based on research material which is given at the start of each Section. Section C (Issues for research in psychology): candidates must answer two short essays from a choice of three.

PY 4 30% 2½ hours Written Paper 100 marks (120 UMS)

Psychology: Controversies, Topics and Applications Section A (Controversies): candidates must answer one question from a choice of two. Section B (Topics) and Section C (Applications): candidates must answer one question from each Section and one additional question.


PSYCHOLOGY

1 INTRODUCTION

1. 1 Criteria for AS and A Level GCE

This specification has been designed to meet the general criteria for GCE Advanced Subsidiary (AS) and A level (A) and the subject criteria for AS/A Psychology as issued by the regulators. The qualifications will comply with the grading, awarding and certification requirements of the Code of Practice for 'general' qualifications (including GCE).

The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The A level qualification will be reported on a six-grade scale of A*, A, B, C, D, E. The award of A* at A level will provide recognition of the additional demands presented by the A2 units in term of 'stretch and challenge' and 'synoptic' requirements. Candidates who fail to reach the minimum standard for grade E are recorded as U (unclassified), and do not receive a certificate. The level of demand of the AS examination is that expected of candidates half way through a full A level course.

The AS assessment units will have equal weighting with the second half of the qualification (A2) when these are aggregated to produce the A level award. AS consists of two assessment units, referred to in this specification as PY 1 and PY 2. A2 also consists of two units and these are referred to as PY 3 and PY 4.

Assessment units may be retaken prior to certification for the AS or A level qualifications, in which case the better result will be used for the qualification award. Individual assessment unit results, prior to certification for a qualification, have a shelf-life limited only by the shelf-life of the specification. The specification and assessment materials are available in English and Welsh.

1.2 Prior learning

There is no specific requirement for prior learning: although some candidates will have already gained knowledge and understanding of relevant areas through their study of Psychology at GCSE, it is expected that for the majority this will be a new subject area. It is desirable for candidates to have achieved Grades A-C in GCSE, or the equivalent, in English and Mathematics before beginning this specification, although no formal qualification is required. This specification may be followed by any candidate, irrespective of their age, gender, ethnic, religious or cultural background. This specification is not age specific and, as such, provides opportunities for candidates to extend life-long learning.

1.3 Progression

The four part structure of this specification (2 units for AS, and an additional 2 for the full A level) allows for both staged and end-of-course assessment and thus allows candidates to defer decisions about progression from AS to the full A level qualification.


This specification provides a suitable foundation for the study of Psychology or a related area through a range of higher education courses (e.g. in Psychology or related medical and social science programmes); progression to the next level of vocational qualifications (e.g. in the areas of caring, sports management or media); or direct entry into employment. In addition, the specification provides a coherent, satisfying and worthwhile course of study for candidates who do not progress to further study in this subject.

1.4 Rationale This specification provides a basis for the study of Psychology and related subjects, including work in the health and care sectors, sports management, media and business studies and has been designed to provide a suitable foundation for the study of Psychology or a related area of study at further or higher education and/or preparation for future employment. Examples of related areas of study in further or higher education can include degrees e.g. in Psychology, education, teaching and or diplomas/certificates in health, care, counselling, and sports studies. All assessment units require the candidate to exhibit essential skills developed through Psychology, i.e. the ability to identify, understand and evaluate key critical concepts and issues from psychological theory and methodology. The structure of the specification draws together different elements of the subject and contributes to the provision of Psychology at a national level. This specification:

Serves as a discrete full two-year or one year A level course, or as the first half of a full A level course (AS).

Builds upon the knowledge, understanding and skills specified in the GCSE criteria for Psychology

Is of interest to a wide range of students; for example, candidates may be mature students returning to study.

Promotes progression through the AS and A Level and provides a suitable foundation for the study of Psychology, or a related area of study, at further or higher education and/or preparation for future employment and the world of work.

Encourages candidates to develop skills of analysis, evaluation and research as well as the ability of critical thinking in terms of the applications of Psychology to cultural, social and contemporary issues.

Develops an understanding of different areas of Psychology as well as the inter-relationship between Psychology, Science and other related disciplines.

Provides opportunities for candidates to consider ethical issues in Psychology, including the ethical implications of psychological research.

Provides opportunities for candidates to develop key skills in the areas of Communication, Application of Number and Information Technology. General and specific advice about the development of key skills through this specification is given in the Appendix.

Is available through the medium of Welsh and English.


1.5 The Wider Curriculum

Psychology is a subject that by its nature requires candidates to consider individual,

moral, ethical, social, cultural and contemporary issues. The specification provides a

framework for exploration of such issues and includes specific content through which

individual courses may address these issues. For example, the applications of

Psychology require consideration of such issues. In addition, candidates are

required to demonstrate an understanding of ethical issues in relation to carrying out

research, and an understanding of controversies that relate to cultural and gender

biases.

1.6 Prohibited combinations and overlap Every specification is assigned a national classification code indicating the subject

area to which it belongs. Centres should be aware that candidates who enter for more than one GCE qualification with the same classification code will only have one grade (the highest) counted for the purpose of the School and College Performance Tables. The classification code for this specification is 4850.

This specification does not overlap significantly with any other, although there will be elements of overlap, for example, with Physical Education and Health and Social Care. There are no prohibited combinations.

1.7 Equality and Fair Assessment

AS/A levels often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. The revised AS/A level qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website (www.jcq.org.uk). Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

http://www.jcq.org.uk/


2 AIMS

2.1 AS and A Level AS and A level specifications in Psychology should encourage candidates to:

understand the scientific nature of Psychology;

acquire knowledge and a critical understanding of psychological theories, approaches, concepts, core studies and methods;

acquire and develop skills of analysis, interpretation and evaluation;

understand psychological methodology and a range of research methods (both quantitative and qualitative);

develop an understanding of different areas and applications of Psychology;

design and report psychological investigations, and analyse and interpret data;

appreciate the significance of ethical issues in Psychology;

develop skills that enhance the ability to participate more effectively in adult life.

2.2 A Level In addition, the A level specification in Psychology should enable candidates to:

demonstrate a deeper understanding of psychological principles, perspectives, applications and methods;

explore in some depth the relationship between psychological knowledge, theories and methodology and their relationship to social, cultural, and ethical issues;

develop a deeper knowledge and understanding of analysis, interpretation and evaluation.

develop essential knowledge and understanding of different areas of the subject and how they relate to each other


3 ASSESSMENT OBJECTIVES

Candidates must meet the following assessment objectives in the context of the content detailed in Section 4 of the specification:

AO1 Knowledge and understanding of science and How science works

Knowledge and understanding of psychological theories, terminology, concepts, studies and methods in all of the following areas of Psychology: cognitive, social, developmental, individual differences and biological.

Communication of this knowledge and understanding of Psychology in a clear and effective manner. Quality of written communication is explicitly assessed in Units that require extended writing.

In addition A level candidates should be able to show : a further development of knowledge and understanding of psychological

principles, perspectives and applications from at least two of the core areas: cognitive, social development, individual differences and biological.

AO2 Application of knowledge and understanding of science and How science works

Analysis and evaluation of psychological theories, concepts, studies and methods in at least two of the areas of Psychology (cognitive, social, developmental, individual differences and physiological Psychology).

In addition A level candidates should be able to: analyse and evaluate Psychology principles, perspectives and applications in

relation to research issues, debates and controversies in Psychology.

AO3 How science works - Psychology

Designing, conducting and reporting psychological investigation(s); choosing from a range of methods; and taking into account the issues of reliability, validity and ethics.

draw conclusion from data with precision and accuracy.

analyse, interpret, explain and evaluate the methodology, results and impact of investigative activities in a variety of ways.

In addition A level candidates should be able to:

design investigations and draw valid conclusions from them; analyse data including the use of inferential statistics; and understand the scientific nature of Psychology.


Weightings Assessment objective weightings are shown below as % of the full A level, with AS weightings in brackets.

Unit Weighting % AO1% AO2% AO3%

PY 1 20 (40) 8 (16) 8 (16) 4(8)

PY 2 30 (60) 12 (24) 12 (24) 6(12)

PY 3 20 4.5 6.1 13.6

PY 4 30 10 15.8 4.5

Total 100 32.7 40 27.3


4 SPECIFICATION CONTENT

AS

The specification is intended to provide all candidates (regardless of whether they intend to progress to A level) with a sound overview of the nature of Psychology and psychological enquiry. Through the 2 units which make up the AS specification, candidates will be introduced to major Approaches in Psychology, Core Studies, and Applied Research Methods. The AS specification is based upon the principle of creating an initial understanding of the role of Psychology and its scientific nature as well as the development of critical and analytical skills.

Through the study of the Approaches, Core Studies and Applied Research Methods,

candidates will gain insight into the advantages and disadvantages of different methods of investigation in relation to the subject under investigation. Candidates also need to be aware of sources of bias in research, focusing particularly on cultural, gender and ethical issues.

Therefore the AS specification is intended to bring both breadth and depth to the

candidate's study of Psychology. Candidates will cover core areas of Psychology through two units:

Unit PY 1 - Approaches in Psychology Unit PY 2 - Psychology: Core Studies and Applied Research Methods


UNIT PY 1 – APPROACHES IN PSYCHOLOGY

Four major psychological approaches form the basis of this Unit: the Biological (Physiological/Medical) approach, the Psychodynamic approach, the Behaviourist approach, and the Cognitive approach. For each of these approaches it will be necessary to focus upon:

the main assumptions of each approach

how each approach can be applied in one form of therapy;

how each approach can be applied to one theory;

the strengths and weaknesses of each approach;

the four approaches in terms of similarities and/or differences (compare and contrast);

an explanation and evaluation of the methodology of each approach.

Candidates will be expected to demonstrate knowledge and understanding of how each approach has been applied to a theory and a therapy. Candidates should also be able to assess critically each approach in terms of its strengths and weaknesses, and in terms of similarities and/or differences with other approaches. In addition, it will be necessary to explain and evaluate the methodology of each approach. The theories and therapies relevant to each approach are set out in the table below:

Theory Approach Therapy Selye's General Adaptation Syndrome

BIOLOGICAL Psychosurgery or Chemotherapy

Social Learning Theory of Aggression

BEHAVIOURIST Aversion Therapy or Systematic Desensitisation

Freud's theory of personality development

PSYCHODYNAMIC Dream analysis or Free Association

Attribution theory COGNITIVE Cognitive Behavioural Therapy or Rational emotive therapy


UNIT PY 2 – PSYCHOLOGY: CORE STUDIES AND APPLIED RESEARCH METHODS

The core theme for this unit is psychological research. It is designed to encourage candidates to explore the nature and practice of psychological enquiry. The unit comprises two parts: the Core Studies and Applied Research Methods. Core Studies The ten Core Studies cover research drawn from the main areas of Psychology. The focus for the Core Studies is for candidates to be able to demonstrate knowledge and understanding of psychological research, reflecting the diversity of psychological enquiry. Candidates will also be expected to be able to assess critically each of the Core Studies in terms of its methodology and in terms of complemetary/alternative research findings. The selection of studies will be changed in future years. The following table illustrates how the Core Studies cover the main areas of Psychology: Social, Physiological, Cognitive, Developmental Psychology and Individual Differences. It is necessary to note, of course, that some of the Core Studies could be considered to be relevant to more than one of these areas.

SOCIAL PHYSIOLOGICAL COGNITIVE DEVELOPMENTAL INDIVIDUAL DIFFERENCES

Asch (1955)

Rahe et al (1970)

Gardner & Gardner (1969)

Langer and Rodin (1976)

Buss (1989)

Milgram (1963)

Bennett-Levy and Marteau (1984)

Loftus & Palmer (1974)

Gibson & Walk (1960)

Rosenhan (1973)

For each Core Study, candidates should be able to describe:

Aims and Context

Procedures

Findings and conclusions

For each core study, candidates must be able to evaluate:

The methodology used in the core study

The findings/conclusions in comparison with complementary/alternative research findings

The Core Studies, which are supported in Teacher Guidance, and by online materials (NGfL Cymru) are: Asch, S.E. (1955) 'Opinions and Social Pressure', Scientific American, 193, p31-35. Bennett-Levy, J. and Marteau, T. (1984) 'Fear of Animals: what is prepared?' British Journal of Psychology 75, pp.37-42. Buss, D. (1989) 'Sex differences in human mate preferences', Behavioural and Brain Sciences, 12, pp.1-49. Gardner, B.T. and Gardner, R.A. (1969) 'Teaching Sign Language to a Chimpanzee', Science, 165, pp.664-72. Gibson, E.J. and Walk, P.D. (1960) ‘'The Visual Cliff'’, Scientific American, 202, pp.64-71.


Langer, E.J. and Rodin, J. (1976) 'The effects of choice and enhanced personal responsibility for the aged: A field experiment in an institutional setting', Journal of Personality and Social Psychology 134, 191-198.

Loftus, E.F. and Palmer, J.C. (1974) 'Reconstruction of Automobile Destruction: An Example of the Interaction Between Language and Memory', Journal of Verbal Learning and Verbal Behaviour, 13,pp.585-9.

Milgram, S. (1963) 'Behavioural study of obedience', Journal of Abnormal and Social Psychology, 67, pp.371-8.

Rahe, R.H., Mahan, J. and Arthur, R. (1970) 'Prediction of near-future health change from subjects’ preceding life changes', Journal of Psychosomatic Research, 14, pp.401-6.

Rosenhan, D.L. (1973) 'On Being Sane in Insane Places', Science, 179,pp.250-8. Applied Research Methods

The focus of this section is for candidates to apply their knowledge of research methods to a novel situation.

Candidates should be able to:

Define and offer advantages and disadvantages of qualitative and quantitative research methods including laboratory experiments, field experiments, natural experiments, correlations, observations, questionnaires, interviews and case studies.

Issues of reliability and ways of ensuring reliability (split-half, test-retest, inter-rater).

Issues of validity (experimental and ecological) and ways of ensuring validity (content, concurrent, construct).

Ethical issues relating to research including a lack of informed consent, the use of deception, a lack of the right to withdraw from the investigation, a lack of confidentiality, a failure to protect participants from physical and psychological harm.

Define and offer advantages and disadvantages of different sampling methods including opportunity, quota, random, self-selected (volunteer), stratified and systematic.

Define and offer advantages and disadvantages, and draw conclusions from the following ways of describing data, including:

- Development of a coding system - Mean - Scattergraphs - Content analysis - Median - Bar charts - Categorisation - Mode - Histograms - Range

N.B. Knowledge acquired for this Unit is also relevant in Unit PY3 of the A2.

A Level

Unit PY 3 and PY 4 make up the A2 specification. The full A level award includes both the Advanced Subsidiary (AS) and the A2. Therefore the full A level consolidates the candidates' understanding of Psychology as the scientific study of behaviour and experience. In addition, the full A level requires candidates to consider individual, moral, ethical, social, cultural and contemporary issues.

A level candidates will be expected to develop a deeper understanding and more critical awareness of the concepts, theories, principles, perspectives, research methods, issues in research and applications in Psychology. This is done explicitly in those parts of Unit PY 3 and Unit PY 4 where the synoptic assessment takes place.


UNIT PY 3 – PSYCHOLOGY: RESEARCH METHODS AND ISSUES IN RESEARCH

This Unit develops the candidate’s knowledge, application and evaluation of research methods acquired in PY2. The Unit assesses the candidate's knowledge, understanding and evaluation of research methods, data analysis and issues in research. This includes the consideration of scientific and ethical issues in the design and implementation of an investigation. Candidates should apply and evaluate the following, using relevant key psychological terms: Research Methods

Aims and hypotheses (directional, non-directional and null hypotheses)

Design issues relating to specific research methods, and their relative strengths and weaknesses

Operationalisation of independent variables, dependent variables and co-variables

Ways of overcoming confounding variables

Ethical issues and ways of overcoming these issues

Procedures, including sampling and choice of apparatus

Appropriate selection of descriptive and inferential statistics for analysis of data

Levels of significance

Levels of measurement which include, nominal level, ordinal level, interval and ratio level.

Statistical tests including Chi-squared Test, Sign Test, Mann Whitney U Test, Wilcoxon Matched Pairs Signed Ranks Test, and Spearman’s Rank Order Correlation Coefficient.

Issues relating to findings and conclusion, including reliability and validity Issues in Research

The advantages of the use of the scientific method in psychology

The disadvantages of the use of the scientific method in psychology

Ethical issues in the use of human participants in research in psychology

Ways of dealing with ethical issues when using human participants in research in psychology

Ethical issues in the use of non-human animals in research in psychology

Ethical issues arising from two applications of psychology in the real world (e.g. advertising, military)


UNIT PY 4 – PSYCHOLOGY: CONTROVERSIES, TOPICS AND APPLICATIONS

This unit tests the ability of candidates to describe and evaluate understanding of Controversies, Topics and Applications in Psychology. There are three sections in this written paper. In what follows the term ‘including’ indicates material which must be covered. Whereas the term ‘e.g.’ indicates examples of content which may be chosen among other examples that may also be relevant.

Section A: Controversies Candidates develop a synoptic understanding by consolidating knowledge drawn from earlier study and applying it to wider controversies and issues in Psychology that derive from the content of How Science Works (AO3). Specifically, all of these issues address the tentative nature of knowledge in psychology. Candidates should analyse and interpret evidence in order to demonstrate that they can resolve conflicting evidence. The use of appropriate terminology is also assessed. There are six controversial issues:

The status of psychology as a science

The balance of scientific benefits measured against ethical costs in psychology

The balance of genetic and environmental influences on human behaviour

Issues of cultural bias in psychology

Issues of gender bias in psychology

The question of free will and determinism in respect of human behaviour Section B: Topics The focus within these topics is for candidates to be able to describe, analyse and evaluate, as appropriate, theories/explanations, research methods, findings, conclusions, usefulness and impact on society.

1. Memory

Multi-store model of memory (e.g. Atkinson & Shiffrin).

Alternatives to the Multi-store model of memory (e.g. Levels of processing, Craik & Lockhart; Working Memory Model, Baddeley).

The role of emotion in memory (e.g. flashbulb memories, repression, depressive state).

Explanations of forgetting (e.g. decay, displacement, context dependency, interference).

Explanations for disorders of memory (e.g. Amnesia, Alzheimer’s disease).

2. Relationships

Explanations relating to the formation of relationships (e.g. sociobiological explanations, attraction, social exchange).

Explanations relating to the dissolution of relationships (e.g. Lee’s model, Duck’s phase model, predisposing factors).

Benefits of relationships on psychological well-being (e.g. self-esteem, buffering effects from stress).

Research relating to understudied relationships (e.g. homosexual relationships, mediated relationships).

Cultural variations in relationships (e.g. intra and inter-cultural variations).


3. Intelligence

Theories of cognitive development (e.g. Piaget and Vygotsky’s theories).

Theories of the nature of intelligence (e.g. Spearman’s two-factor theory, Thurstone’s multifactor theory, Gardner’s multiple intelligences, Sternberg’s triarchic theory).

Issues relating to the measurement of intelligence (e.g. uses and limitations of IQ testing).

The role of genetic factors in the development of intelligence (e.g. twin studies, family studies, adoption studies, genome research).

The role of environmental factors in the development of intelligence (e.g. pre and post-natal factors, cultural and sub-cultural factors).

4. Adolescence and Adulthood

Lifespan theories of development (e.g. Erikson’s ‘Eight ages of man; Levinson’s ‘Seasons of a man’s life; Gould’s ‘Evolution of adult consciousness’).

Explanations of Adolescent Identity (e.g. Blos’ psychoanalytic theory; Erikson’s theory of psychosocial development; Marcia’s theory).

Conflict during Adolescence including storm and stress and alternative views.

Effects of events during Middle adulthood (e.g. marriage, parenthood, divorce).

Effects of events during Late adulthood (e.g. retirement, adjustment to old age, bereavement).

5. Levels of consciousness

Theories of Hypnosis including state and non-state explanations.

The Nature of dreams (e.g. Freud’s psychoanalytic theory, lucid dreaming, nightmares).

Theories of sleep (e.g. restoration and ecological/evolutionary explanations).

The role of endogenous and exogenous factors in bodily rhythms (e.g. circadian, infradian, ultradian rhythms and disruption of these rhythms).

Explanations for disorders of sleep (e.g. narcolepsy, insomnia, hypersomnia).

Section C: Applications Candidates are expected to be able to describe and evaluate, as appropriate, theories/explanations, research methods, findings, conclusions, usefulness and impact on society. 1. Health Psychology

Theories of addiction including biological and social/psychological explanations.

Treatment of addiction (e.g. biological and social/psychological treatments).

Management of Stress including physiologically based and psychologically based techniques.

Issues in health promotion (e.g. the health belief model, theory of reasoned action, health education programmes).

Factors affecting health behaviour (e.g. personality type, age, social class).


2. Educational Psychology

Behaviourist learning theory applied to education including classical and operant conditioning.

Cognitive developmental theories applied to education (e.g. Piaget, Vygotsky and Bruner).

Individual differences in learning styles (e.g. Curry’s Onion model and Grasha’s Six learning styles and gender and cultural differences).

Motivating factors in the classroom (e.g. teaching styles, attribution theory, Maslow’s Hierarchy of needs).

Special Educational Needs including the assessment, categorisation and strategies for education of at least one Special Educational need (e.g. dyslexia, autism).

3. Forensic Psychology

Approaches to profiling (e.g. the US ‘Top down’ approach, the British ‘Bottom-up’ approach and geographical profiling).

Decision-making of juries (e.g. minority influence, majority influence and characteristics of the defendant).

Theories of crime (biological social and psychological).

Factors affecting the accuracy of eyewitness testimony (e.g. reconstructive memory, face recognition, attributional biases, the role of emotion).

Treatment and punishment of crime (e.g. cognitive therapies, behavioural therapies and zero tolerance).

4. Sport Psychology

Improving motivation in sport (e.g. explanations of motivation and ways of improving motivation).

Internal factors affecting sporting performance (e.g. arousal, anxiety, attribution theory).

External factors affecting sporting performance (e.g. team membership, audience effects).

Effects of exercise on well-being (e.g. effects of physical and mental health).

Theories of aggression in sport (e.g. frustration-aggression hypothesis, ethological theory, social-learning theory).

5. Abnormal Psychology

Issues of bias in diagnostic systems (e.g. culture and gender).

Aetiologies of Schizophrenia including physiological and psychological explanations.

Two treatments for Schizophrenia (e.g. chemotherapy, behavioural therapies, cognitive therapies, humanistic therapies).

Aetiologies of Unipolar Depression including physiological and psychological explanations.

Two treatments for Unipolar Depression (e.g. behavioural therapies, cognitive therapies, humanistic therapies).


5 SCHEME OF ASSESSMENT

AS and A level qualifications are available to candidates following this specification.

AS

The AS is the first half of an A level course. It will contribute 50% of the total A level marks. Candidates must complete the following two units in order to gain an AS qualification.

Weighting Within AS

Weighting Within A level

PY 1 Approaches in Psychology 40% 20%

PY 2 Psychology: Core Studies and Applied Research Methods

60% 30%

PY 1: Written Paper (1 hour 15 minutes) There are five compulsory questions. The first two questions assess the A01 skill; questions 3 and 4 assess the A02 skill and

question 5 assesses the A03 skill. All questions have equal weighting in terms of marks and time should be divided

equally between all the questions.

PY 2: Written Paper (1 hour 45 minutes) Section A: Three compulsory questions that assess the A01 skill.

Section B: Three compulsory questions that assess the A02 skill.

Section C: One question from a choice of two testing A03.

All questions have equal weighting in Sections A and B and time should be allocated appropriately.

Candidates are advised to spend approx. 20 minutes on Section C.

A Level

The A level specification consists of two parts: Part 1 (AS) and Part 2 (A2).

Part 1 (AS) may be taken separately and added to A2 at a further examination sitting to achieve an A level qualification, or alternatively, both the AS and A2 may be taken at the same sitting.

Candidates must complete the AS units outlined above plus a further two units to complete A level Psychology. The A2 units will contribute 50% of the total A level marks.

Weighting within A2

Weighting within A level

PY 3* Psychology: Research Methods and Issues in Research

40% 20%

PY 4* Psychology: Controversies, Topics and Applications

60% 30%

*Includes synoptic assessment


PY 3: Written Paper (1 hour 30 minutes) There are three Sections in this written paper. Sections A and B contain a series of

compulsory questions. Each Section starts with the reading of some research material, and the questions that follow are short answer ones that develop from the research material.

Candidates are advised to spend at least 5 minutes reading and understanding the research material at the start of Sections A and B before starting to answer the questions. The time spent on each question is determined by the number of marks allocated.

Section C requires two short essays from a choice of three. These essays test the AO3 skill and are worth 15 marks each.

The paper as a whole tests all three skills. The weighting of each skill is:

AO1 - 25% (20 marks);

AO2 - 25% (20 marks);

AO3 - 50% (40 marks).

PY 4: Written Paper (2 hours 30 minutes) Four questions in total are to be answered in this written paper. Section A assesses AO1, AO2 and AO3 and candidates answer one question from a

choice of two. Section B and Section C assess the AO1 and A02 skills and require one question to

be answered from each Section and one additional question. Section A: Controversies. One question will be chosen from a choice of two Section B: Topics. One question will be set on each of the five options. Section C: Applications. One question will be set on each of the options. .Each question has an equal weighting (25 marks) and it is advised that candidates

spend 35 minutes on each question. Synoptic Assessment

Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of Psychology this means that candidates will have an understanding and critical appreciation of the breadth of theoretical and methodological approaches in Psychology. Specifically candidates will need to:

understand the links between different approaches and perspectives in Psychology, and/or psychological applications;

appreciate the appropriateness of different methodologies in Psychology to the investigation of issues and problems.

Synopticity, as defined above, is embedded within both Units 3 and 4, where candidates will draw upon their prior study of theory and research at AS level to inform the application of research methods, issues in research, and to enable critical discussion of the Controversies, Topics, and Applications in Psychology.


Quality of Written Communication

Candidates will be required to demonstrate through the A01 skill their competence in written communication in all assessment units where they are required to produce extended written material: Unit 1, Unit 2, and Unit 4. Mark schemes for these units include the following specific criteria for the assessment of written communication.

legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;

selection of a form and style of writing appropriate to purpose and to complexity of subject matter;

organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

Awarding, Reporting and Re-sitting

The overall grades for the GCE AS qualification will be recorded as a grade on a scale from A to E. The overall grades for the GCE A level qualification will be recorded on a grade scale from A* to E. Results not attaining the minimum standard for the award of a grade will be reported as U (Unclassified). Individual unit results and the overall subject award will be expressed as a uniform mark on a scale common to all GCE qualifications (see table below). The grade equivalence will be reported as a lower case letter ((a) to (e)) on results slips, but not on certificates:

Max. UMS

A B C D E

Units 1 and 3 (weighting 20%)

80 64 56 48 40 32

Units 2 and 4 (weighting 30 %)

120 96 84 72 60 48

AS Qualification 200 160 140 120 100 80

A Qualification 400 320 280 240 200 160

At A level, Grade A* will be awarded to candidates who have achieved a Grade A in the overall A level qualification and 90% of the total uniform marks for the A2 units.

Candidates may re-sit units prior to certification for the qualification, with the best of the results achieved contributing to the qualification. Individual unit results, prior to certification of the qualification, have a shelf-life limited only by the shelf-life of the specification.


6 KEY SKILLS

Key Skills are integral to the study of AS/A level Psychology and may be assessed

through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at level 3:

Communication

Application of Number

Problem Solving

Information and Communication Technology

Working with Others

Improving Own Learning and Performance Mapping of opportunities for the development of these skills against Key Skills

evidence requirement is provided in 'Exemplification of Key Skills for Psychology’ available on the WJEC website.


7 PERFORMANCE DESCRIPTIONS

INTRODUCTION

Performance descriptions have been created for all GCE subjects. They describe the learning outcomes and levels of attainment likely to be demonstrated by a representative candidate performing at the A/B and E/U boundaries for AS and A2. In practice most candidates will show uneven profiles across the attainments listed, with strengths in some areas compensating in the award process for weaknesses or omissions elsewhere. Performance descriptions illustrate expectations at the A/B and E/U boundaries of the AS and A2 as a whole; they have not been written at unit level. Grade A/B and E/U boundaries should be set using professional judgement. The judgement should reflect the quality of candidates' work, informed by the available technical and statistical evidence. Performance descriptions are designed to assist examiners in exercising their professional judgement. They should be interpreted and applied in the context of individual specifications and their associated units. However, performance descriptions are not designed to define the content of specifications and units. The requirements for all AS and A level specifications to assess candidates' quality of written communication will be met through one or more of the assessment objectives. The performance descriptions have been produced by the regulatory authorities in collaboration with the awarding bodies.

GCE AS and A PSYCHOLOGY 24

AS performance descriptions for psychology

Assessment objective 1 Assessment objective 2 Assessment objective 3

Assessment objectives

Knowledge and understanding of science and of How science works


recognise, recall and show understanding of scientific knowledge

select, organise and communicate relevant information in a variety of forms.

Application of knowledge and understanding of science and of How science works


analyse and evaluate scientific knowledge and processes

apply scientific knowledge and processes to unfamiliar situations including those related to issues

assess the validity, reliability and credibility of scientific information.

How science works


demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods

make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy

analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’ experimental and investigative activities in a variety of ways.

A/B boundary performance descriptions

Candidates characteristically:

demonstrate relevant, accurate and detailed knowledge of a range of psychological concepts, theories, studies, research methods, applications, principles and perspectives from the AS specification

show understanding of most principles and concepts from the AS specification

select relevant information from the AS specification

organise and present information clearly, using psychological terminology in appropriate contexts

Candidates characteristically: a) apply principles and concepts in familiar and

new contexts involving only a few steps in the argument

b) engage with the issue, using relevant analysis and evaluation of psychological theories, concepts, studies and research methods

c) describe significant trends and patterns shown by data presented in tabular or graphical form and interpret phenomena with few errors and present arguments and evaluations clearly

d) comment critically on statements, conclusions or data

e) successfully translate data presented as prose, diagrams, drawings, tables or graphs from one form to another.

Candidates characteristically: a) show sound knowledge and understanding of

the principles of research design b) comment effectively on strengths, limitations

and ethical issues in research design c) interpret and draw appropriate conclusions

from data.


E/U boundary performance descriptions

Candidates characteristically: a) demonstrate basic knowledge of theories,

concepts, studies and research methods from the AS specification

b) show basic understanding of some relevant information

c) present information, using basic psychological terminology from the AS specification terminology.

Candidates characteristically: a) apply a given principle to material presented

in familiar or closely related contexts involving only a few steps in the argument

b) make some attempt to focus on the issue, showing a rudimentary analysis and evaluation of psychological theories, concepts, studies and research methods

c) describe some trends or patterns shown by data presented in tabular or graphical form

d) when directed, identify inconsistencies in conclusions or data

e) successfully translate data from one form to another in some contexts.

Candidates characteristically: a) show basic knowledge and understanding of

the principles of research design b) comment on strengths, limitations and ethical

issues in research design c) interpret or draw conclusions from data.


A2 performance descriptions for psychology

Assessment objective 1 Assessment objective 2 Assessment objective 3

Assessment objectives

AO1: Knowledge and understanding of science and of How science works


recognise, recall and show understanding of scientific knowledge

select, organise and communicate relevant information in a variety of forms.

Application of knowledge and understanding of science and of How science works


analyse and evaluate scientific knowledge and processes

apply scientific knowledge and processes to unfamiliar situations including those related to issues

assess the validity, reliability and credibility of scientific information.

How science works


demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods

make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy

analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’ experimental and investigative activities in a variety of ways.

A/B boundary performance descriptions

Candidates characteristically: a) demonstrate relevant, accurate and detailed

knowledge of a range of psychological concepts, theories, studies, research methods, applications, principles and perspectives from the A2 specification

b) show understanding of most principles and concepts from the A2 specification

c) select relevant information from the A2 specification

d) organise and present information clearly, using psychological terminology in appropriate contexts.

Candidates characteristically: a) apply principles and concepts in familiar and

new contexts involving several steps in the argument

b) directly address the issue, showing effective analysis and evaluation when considering psychological concepts, theories, studies, research methods, applications, principles and perspectives

c) describe significant trends and patterns shown by complex data presented in tabular or graphical form, interpret phenomena with few errors and present arguments and evaluations clearly

d) critically evaluate statements, conclusions or data

e) successfully translate data presented as prose, diagrams, drawings, tables or graphs from one form to another.

f) select a wide range of facts, principles and concepts from both AS and A2 specifications

g) link together appropriate facts principles and concepts from different areas of the specification.

Candidates characteristically: a) show sound knowledge and understanding of

the principles of research and design b) give clearly reasoned justification for design

decisions c) comment effectively on strengths, limitations

and ethical issues in research design d) comment effectively on the issues of the

reliability and validity of data e) interpret and draw appropriate conclusions

from data.


E/U boundary performance descriptions

Candidates characteristically: a) demonstrate basic knowledge of appropriate

psychological concepts, theories, studies, research methods, applications, principles and perspectives from the A2 specification

b) show understanding of some principles from the A2 specification

c) select some relevant information from the A2 specification

d) present information using some psychological terminology from the A2 specification.

Candidates characteristically: a) apply given principles or concepts in familiar

and new contexts involving a few steps in the argument

b) partially address the issue, showing basic analysis and evaluation of psychological concepts, theories, studies, research methods, applications, principles and perspectives

c) describe, and provide a limited explanation of, trends or patterns shown by complex data presented in tabular or graphical form

d) when directed, identify inconsistencies in conclusions or data

e) successfully translate data from one form to another in some contexts

f) select some facts, principles and concepts from both AS and A2 specifications

g) put together some facts, principles and concepts from different areas of the specification.

Candidates characteristically: a) show basic knowledge and understanding of

the principles of research design b) justify some design decisions c) comment on strengths, limitations and ethical

issues in research design d) comment on the reliability or validity of data e) interpret or draw conclusions from data.

GCE Psychology Specification (2009-2010)/JD 23 September 2009

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