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1. Wellington School Psychology Department Excellence in Everything Year 12 AS Course Overview OCR Psychology Syllabus Contents ã Expectations (reading list, websites,…
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  • 1. Wellington School Psychology Department Excellence in Everything Year 12 AS Course Overview OCR Psychology Syllabus Contents • Expectations (reading list, websites, skimming/scanning, referral process, homework, participation). • The programme of study/year outline. • The scheme of assessment. • Modules overview: 1) Cognitive 2) Developmental 3) Social 4) Physiological 5) Individual differences 6) Investigations • Rules & marking at AS level (referrals) (grades etc) (file scans) (revision sessions) • Key dates and deadlines • Guidelines on how to organise files • Tips for independent learning/revision • Glossary • Equipment list/Summer task
  • 2. Expectations Welcome to your AS Psychology Course. As I’m sure you have heard a thousand times or more this is very different to studying at GCSE level. Study habits etc must change in preparation for your exams if you are to be successful. Firstly, there are numerous books you may like to familiarise yourself with: 1) OCR Psychology for AS By K. Oliver and L. Ellerby-Jones ISBN: 978-0-340-96812-3 2) Introducing Psychological research by P Banyard & A Grayson I SBN 0 – 333 – 91251 – 9 3) OCR Psychology AS By A. Bainbridge, P Bradshaw, S Latham, F. Lintern ISBN: 978-0-435806-99-6 4) Introduction to Research Methods and Statistics in Psychology by H Coolican ISBN 0 – 340 – 67937 – 9 5) Research methods for OCR Psychology . By B. Black and C Flanagan. ISBN: 0-7487-9435-2 There are also various websites, some free, some have a small charge. 1) www.holah.co.uk 2) www.simplypsych.com 3) www.garysturt.com 4) www.psychologystuff.com You are required to read outside of the lesson. This can take many form: 1) Review your class notes/handouts and condense into master grid for each key study. 2) Read relevant study on websites etc to enhance understanding and again extract key points/terminology. 3) Always review previous lesson before the next lesson. This is essential. • When skimming/scanning notes ensure you use a highlighter. This will help you when it comes to revision as key points will already be highlighted. Secondly, homework is set every week by both members of staff. This is essential and if any work is missed without a legitimate explanation referrals to the Head of Sixth Form and compulsory support with the member of staff will follow. If the lack of organisation persists parents will be asked to attend a meeting with myself and the Head of Sixth Form. • Lastly, you are expected to participate fully in lessons at all times. This means participation in class discussion, group work and individual tasks.
  • 3. The Programme of Study Within each module you will look at 3 key studies. After each key study an assessed task will be set. This works out at roughly 1 per member of staff per week. Teacher 1 Autumn Term (1) • Introduction to course. • Psychological investigations. Autumn Term (2) • Psychological investigations. Spring Term (1) • Core Studies and issues Spring Term (2) • Core Studies and Issues. Summer Term (1) • Revision Exams Summer Term (2) • Start A2
  • 4. The Scheme of Assessment G541 Psychological Investigations 1 Hour (30% of total AS marks) 30% of the total AS GCE marks 1 h written paper 60 marks This question paper has three sections: Section A: Candidates are required to answer all questions. Section B: Candidates are required to answer all questions. Section C: Candidates are required to answer all questions. Candidates answer all questions. G542 Core Studies 2 Hours (70% of the total Marks)
  • 5. a r e r e q u i r e d t o a n s w e r o n e q u e s t i o n f r o m a c h o i c e o f t w o .
  • 6. Grade Descriptors AS performance descriptions for psychology Assessment 1 Assessment objective 2 Assessment objective 3 Assessment Knowledge and Application of knowledge How science works objectives understanding of and understanding of Candidates should be able to: science and of How science and of How science works science works • demonstrate and describe ethical, safe Candidates should be Candidates should be able and skilful practical techniques and able to: to: processes, selecting appropriate qualitative and quantitative methods; • recognise, recall and • analyse and evaluate show understanding of scientific knowledge and • make, record and communicate reliable scientific knowledge; processes; and valid observations and measurements with appropriate precision and accuracy; • select, organise and • apply scientific knowledge communicate relevant and processes to unfamiliar • analyse, interpret, explain and evaluate information in a variety situations including those the methodology, results and impact of of forms. related to issues; their own and others’ experimental and investigative activities in a variety of ways. • assess the validity, reliability and credibility of scientific information. A/B Candidates Candidates Candidates characteristically: boundary characteristically: characteristically: performance a) show sound knowledge and descriptions a) demonstrate a) apply principles and understanding of the principles of relevant, accurate and concepts in familiar and new research design; detailed knowledge of a contexts involving only a few range of psychological steps in the argument; b) comment effectively on strengths, concepts, theories, limitations and ethical issues in research studies, research b) engage with the issue, design; methods, applications, using relevant analysis and principles and evaluation of psychological c) interpret and draw appropriate perspectives from the theories, concepts, studies conclusions from data. AS specification; and research methods; b) show understanding c) describe significant trends of most principles and and patterns shown by data concepts from the AS presented in tabular or specification; graphical form and interpret phenomena with few errors c) select relevant and present arguments and information from the AS evaluations clearly; specification; d) comment critically on d) organise and present statements, conclusions or information clearly, data; using psychological terminology in e) successfully translate data appropriate contexts. presented as prose, diagrams, drawings, tables or graphs from one form to another.
  • 7. Assessment 1 Assessment objective 2 Assessment objective 3 E/U boundary Candidates Candidates Candidates performance descriptions characteristically: characteristically: characteristically: a) demonstrate basic a) apply a given principle to a) show basic knowledge knowledge of theories, material presented in and understanding of the concepts, studies and familiar or closely related principles of research research methods from the contexts involving only a design; AS specification; few steps in the argument; b) comment on strengths, b) show basic b) make some attempt to limitations and ethical issues understanding of some focus on the issue, showing in research design; relevant information; a rudimentary analysis and evaluation of psychological c) interpret or draw c) present information, using theories, concepts, studies conclusions from data. basic psychological and research methods; terminology from the AS specification terminology. 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.
  • 8. MODULES OVERVIEW Social Psychology Milgram, S (1963) Behavioural Study of Obedience. Journal of Abnormal and Social Psychology. 67. 371-378 Piliavin, I, Rodin, J & Piliavin, J (1969) Good Samaritanism; an underground phenomenon? Journal of Personality and Social Psychology 13(4). 289-299 REICHER, S. & HASLAM, S. A. (2006) Rethinking the psychology of tyranny. The BBC prison study. Cognitive Psychology Loftus, E & Palmer, J. (1974). Reconstruction of automobile destruction. Journal of verbal learning & verbal behaviour. 13. 585-589 BARON-COHEN, S., JOLLIFFE, T., MORTIMORE, C. & ROBERTSON, M. (1997) Another advanced test of theory of mind: evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry. 38: 813–822 SAVAGE-RUMBAUGH, S. Spontaneous Symbol Acquisition and Communicative Use by Pygmy Chimpanzees. Physiological Psychology Dement, W. & Kleitman, N. (1957). The relation of eye movements during sleep to dream activity. Journal of Experimental Psychology. 53(5). 339-346. Sperry, R (1968) Hemisphere deconnection and unity in consciousness. American Psychologist. 23. 723-733. MAGUIRE, E. A., GADIAN, D. G., JOHNSRUDE, I. S., GOOD, C. D., ASHBURNER, J., FRACKOWIAK, R.S. & FRITH, C. D. (2000) Navigation-related structural changes in the hippocampi of taxi drivers. Proceedings of the National Academy of Science, USA. 97. 4398–4403
  • 9. The Psychology of Individual Differences Rosenhan, D. (1973) On being sane in insane places. Science. 179. 250-258 Thigpen, C. & Cleckley, H. (1954) A case of multiple personality. Journal of Abnormal and Social Psychology. 49. 135-151 GRIFFITHS, M.D. (1994). The role of cognitive bias and skill in fruit machine gambling. British Journal of Psychology. 85. 351–369 Developmental Psychology Samuel, J. & Bryant, P. (1984) Asking only one question in the conservation experiment. Journal of Child Psychology and Psychiatry. 25. 315-318 Bandura, A. Ross, D. & Ross, S. (1961) Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology. 63. 575-582 Freud, S. (1909) Analysis of a phobia of a five year old boy. Pelican Freud Library. Vol. 8. Case Histories 1
  • 10. 3.1 AS Unit G541: Psychological Investigations Candidates will need to be familiar with four techniques for collecting/analysing data. These are: • self-report; • experiment (repeated measures and independent measures, matched subjects design); • observation; • correlation. It will benefit candidates to have been involved in the design and conduct of small-scale research activities throughout the teaching of this unit. Candidates may keep a written record of their activities if desired but this will NOT be taken into the examination. The examination will require candidates to respond to source material of the following types. A brief outline of a piece of research Candidates could be asked to: • identify strengths and weaknesses of the research method in general; • identify strengths and weaknesses of the specific research described in the source material; • suggest improvements to the research and their likely effects; • consider issues such as reliability and validity of measurements; • consider ethical issues raised by the source material. The data produced by a piece of a research Candidates could be asked to: • suggest appropriate descriptive statistics/graphical representations of data (Note: no inferential statistics are required for this unit); • draw conclusions from data/graphs; • sketch summary tables/graphs. An outline of a proposed piece of research Candidates could be asked to: • suggest appropriate hypotheses (null/alternate, one-tailed/two-tailed); • suggest how variables might be operationalised/measured; • suggest appropriate samples/sampling methods; • outline possible procedures; • evaluate the suggestions they have made.
  • 11. Rules and Marking at AS Level The referral system in Psychology; If you fail to hand in your homework or it is of a poor quality, if you have poor attendance or if you display a poor attitude the following will happen: • 1st occasion – verbal warning by teacher • 2nd occasion – Written referral to Mrs Taylor-Crooke, Mr Cropper and a letter home. Compulsory support to catch up. • 3rd occasion – Written referral to Mrs Taylor-Crooke, Mr Cropper and a letter home inviting parents in for a meeting to discuss the situation. Compulsory support to catch up. This will operate on a half termly basis. How will your work be assessed? • You will be expected to complete an assessed piece of work per core study. This will be marked with a strength/target and a grade. You will be expected to record this mark/grade in the tutorial part of this booklet and you are expected to comment on how you can improve. • The general grade boundaries are as follow: A = 80% B = 70% C = 60% D = 50% E = 40% • Any remaining homework will be marked with an effort grade which will range from A1 to D4 (A1 excellent D4 extremely poor.)
  • 12. File Scans • A file scan will be carried out by your psychology teachers approximately once every term. • You will be given written feedback on your organization and evidence of independent study. • Any student who teachers feel are not meeting the required standard will receive a letter home informing parents that improvement is needed. Revision Sessions: • Revision sessions will be available for all students in the lead up to the examinations in June. It is expected that all students attend. The sessions will take part 2 evenings per week (1 with each teacher). • Letters will be sent home informing parents of the revision session times and they will be advertised in the department.
  • 13. Key dates and deadlines G541 Psychological investigations examination : 7th June (pm) G542 core studies examination : 10th June (am) Guidelines on how to organise files I strongly advise you separate your folders into the following areas: 1) Introduction to Psychology & Course overview booklet. 2) Social Psychology 3) Physiological Psychology 4) Cognitive Psychology 5) Individual differences 6) Developmental Psychology 7) Psychological investigations You will need a lever arch file. Each section (bar section 1) needs further sub-dividing into 4. Section 2 – 6 have 4 core studies each and section 7 has 4 investigations.
  • 14. TIPS for independent learning/Revision It is strongly recommended that you read about the studies outside of lesson. The Holah website (see list) is an excellent resource which provides you with detailed & condensed accounts of each study but also with past exam questions and quizzes to test knowledge. As a department we expect you to use such resources and add them to your file at least once per week per teacher. All the web pages listed are an excellent resource for revision. How to revise??????? • Produce mastersheets for studies • Index cards can be useful – put question on front & answer on back and test yourself • Use mind maps • Practice exam questions
  • 15. Glossary Laboratory experiment Multiple personality Placebo Independent variable Standardised observation REM Sleep Dependent variable Demand characteristics Electroencephalograph Response bias Correlation Generalisation Split-brain Ecological validity Commisurectomy Review article Corpus callosum Anecdote Epilepsy Depth cues Hemisphere Cross-cultural research Lateralisation of function Split-style drawings PET scan Ethnocentrism Limbic system Quasi-experiment Amygdala Autism Hippocampus Theory of mind Thalamus Sally-Anne task Obedience Ameslan Deindividuation Imitation Depersonalisation Reinforcement Situational hypothesis Case study Dispositional Control group Pathology of power Ethics Pathological prisoner Bystander syndrome Conservation Longitudinal study Diffusion of responsibility Subject attrition Eugenics Unconscious Reliability Repression Validity Oedipus complex Participant observation Phobia Pseudo patient Epinephrine Schizophrenia labelling
  • 16. Equipment List Task 1 Lever Arch File Familiarise yourself with thisPaper & the topics of which File booklet you will study (the listedPens website will provide you with Pencils more info). Maths Kit Calculator Produce a 2 minute presentation explaining what it is that File Dividers interest you about the course. This must be ready for first lesson in September.
  • 17. Task 2 Find out the meaning of as many words in the glossary as possible. A prize for the one who finds the most. Task 3 Select a newspaper/magazine article which you think applies to Psychology. Task 4 Research a famous Psychologist and produce a newspaper article explaining their work and what they have contributed to Psychology.
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