ABOUT THIS COURSE

This new course designed for all teachers of A-Level Psychology, regardless of exam board. The course includes a detailed examination of high-quality curriculum structure, planning, programming, the journey through Years 12 and 13, and includes Key Essentials, Key Concepts, the Wider Curriculum or ‘Super-Curriculum’, assessment, marking, feedback, excellent study skills and habits and finally exam preparation. The need to balance creative freedom with academic rigour will be discussed. Proven curriculum approaches to stretch and challenge able Psychology students as well as curriculum planning for the weaker or under-confident students will be explored. The aim is to empower teachers to re-examine their current KS5 Curriculum, ultimately to improve student attainment at A-Level while at the same time maintaining consistently high standards

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BENEFITS OF ATTENDING

• Gain a thorough understanding of the key essentials of curriculum design principles and processes and how to apply them effectively to create a coherent, flexible and enriched Psychology level curriculum
• Take away methods to establish the key pillars and concepts from the start of the course
• Learn more about how to build disciplinary skills progressively to support your learners in the pathway to becoming psychologists
• Find out more about how to build in the wider curriculum, create a super curriculum and ensure these impact directly to enhance, broaden and deepen student learning and achievement
• Strengthen your ability to track and monitor student progress, identifying areas for improvement and  intervention
•  Take away innovatory approaches to fuse historical, social culture context into in-depth learning
•  Establish a diverse, broad curriculum, which is cohesive and flows as an active journey through Years 12 and 13

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PROGRAMME

Key Essentials: What makes a Rich and Flexible Curriculum at KS5/A-Level?

10.00 – 10.40am

• Creating a well-planned, ambitious and relevant curriculum which is thoughtfully implemented and sequenced across Years 12 and 13.
• Ensuring the content is precisely linked to the examination specification.
• Key components of curriculum design: examining your current A-Level curriculum
• Practical ways to ensure a broad and coherent course of study which encourages, promotes and stimulates a cohesive approach
• Designing a psychology curriculum for social justice
• Does your curriculum inspire to go beyond the requirements of the examination?

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Break

10.40 – 11.00am

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Establishing Key Pillars and Concepts at the Start of the Course Key Pillars – the First Six Weeks:

11.00 – 11.30pm

• The benefits of a flipped learning methodology for Psychology Psychology
• Using the Cornell method for improving retention of key information
• Maximising deliberate practice and high order thinking time in lessons

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Creating a Fresh, Innovative and Flexible Year 12 & Year 13 Curriculum

11.30 – 1.00pm

• Implementing the full journey, integrated, cohesive curriculum map, a key point of which has fluidity, flexibility, capacity and space for inspired learning, for growth – content, skills, the ‘wider’ curriculum, assessment, feedback, rapid progress, study habits and skills, retrieval and recall, exam techniques and tactics into your full, enriched curriculum over the two year course
• Developing aural skills for A-Level and beyond
• Optimising understanding through practical work
• Ensuring your curriculum builds in the learning space to broaden student experiences and interests, develop imagination and foster creativity – ideas and strategies for maximising achievement
• Assessment, Marking, Feedback – setting smart targets and embedding assessment into the curriculum planning to make for rapid student progress

 

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Lunch

1.00 – 2.00pm

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Establishing the Wider or ‘Super-Curriculum’ into your Curriculum Programming & Structure

2.00 – 2.45pm

• Approaches to incorporate the ‘wider’ curriculum into your curriculum – so that enriching experiences have a direct impact on learning and study excellent learning and high standard  outcomes
• From GCSE to A Level – what should students be able to demonstrate at the end of Year 11?
• Cultural capital; essential history and philosophy for A-Level Psychologists
• How to build wider reading into your A-Level Psychology course
• Stretching able students in higher order thinking, advancing intellectual curiosity
• Integrating the development and growth of higher order thinking, of intellectual curiosity as part of your curriculum planning
• Ways to grow thoughtful and resilient learners who enjoy learning through your curriculum
• Building in enriching experiences appropriate to widen out culture diversity, context, enhanced

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Afternoon Break

2.45 – 2.55pm

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Measuring the Effectiveness of your Curriculum: Achieving High Academic

2.55 – 3.40pm

• Using assessment data to identify key areas strengths and weaknesses to foster responsive curriculum planning
• Maintaining rigorous assessment procedures to promote rapid progress
• Effective monitoring and tracking systems to ensure the rapid progress of individual and group-wide student progress
• Incorporating effective feedback techniques into your curriculum teaching and learning cycle to accelerate student progress
• Implementing intervention strategies to extend higher order thinking in able students and to accelerate learning attainment in weaker students

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Excellent Study Skills and Habits, Exam Techniques and Tactics

3.40 – 4.00pm

• Practical approaches to developing high quality learning and study skills and habits
• Strategies to promote the study skills and habits of successful students – lesson starters, retrieval and spacing, quality-first teaching to stretch and challenge more able students and support lower prior attainers
• Specific revision strategies for A-Level Psychology
• How to use mock exams as formative assessment
• Encouraging students to drive forward their own learning
• Working collaboratively with students on key examination skills to give them the best chance of success

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