This course is designed for all teachers of AQA A level Psychology and will examine teaching and learning strategies to produce high level thinking from the beginning of the course, along with the examination skills that high ability students need to demonstrate in order to attain excellent final grades. The course will consider and analyse feedback from the exams to highlight key areas to focus upon which differentiate the most able students, to enable you to embed this into your teaching and ensure that students produce answers of the highest quality.


  • Increase your awareness of what is required in order for students to achieve Grades A and A* in the AQA examinations
  • Take away a range of innovative teaching ideas and resources to help students reach these Grades A and A*
  • Utilise tools for engaging high ability students with the exam criteria to understand what is needed in A* answers, and for embedding high level thinking throughout the A-level course
  • Learn how to develop metacognition within your students so that they can become highly successful independent learners
COURSE DATES London Monday 18 November 2019
  • All teachers of AQA A level Psychology
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues



10.05 – 11.00am
Feedback from the AQA 2018 examinations – what did the highest achieving students do that made the difference

What did high performing students do that made a difference?

  • An assessment of exam performance by students to identify requirements for top level grades, with reference to key differentiators
  • Identifying differences in requirements for Papers 1, 2 and 3 and how students succeeded in each

Exploration of what is required to achieve consistent excellence under exam conditions

  • Formulating strategies to meet requirements for achieving excellence when answering all AQA examination papers: how to teach these throughout the course

11.00 – 11.15am
Discussion: coffee break

11.15 – 12.15pm
Excellent responses to longer answer questions

Strategies to enhance student ability to create high level responses

  • An examination of the requirements needed to achieve A and A* level performance in long answer questions
  • Focus on creating top level content that ensures students meet the vital Assessment Objectives when answering examination questions
  • How to create high level thinking from the start of Year 12

What is required for top level responses?

  • A step-by-step examination of the requirements for top level responses
  • Presentation of strategies to develop necessary skills for top level responses
  • Identification of common mistakes in long answer responses that limit achievement
  • Presentation of strategies to minimise common mistakes – planning, structuring and exam technique for A and A* students

12.15 – 1.15pm
Lunch and informal discussion

1.15 – 2.00pm
Utilising IDA to the fullest extent

How to effectively incorporates issues, debates and approaches into high level responses

  • The significance of IDA in the Psychology papers
  • The do’s and don’ts of utilizing IDA content in high-level responses
  • The four point rule of IDA usage for top level responses

2.00 – 2.50pm
How to encourage high level thinking throughout the course

Developing metacognition skills

  • What metacognition is and how it affects learning and achievement
  • Teaching strategies to develop higher level metacognitive skills

Successfully encouraging Independent learning as a means to achieving excellence

  • The value of independent learning in achieving grades A and A*
  • The relationship between metacognition and independent learning
  • An exploration of strategies to develop independent learning

2.50 – 3.45pm
An exploration of question types and strategies for high level marks

Different types of A level questions

  • Identification of question types
  • Do’s and don’ts for high level performance on all question types
  • Improving performance on all question types: worked examples to highlight key skills, methodologies and how to improve student responses

Giving accurate feedback

  • The value of giving accurate feedback to students in assessing their level of attainment and formulating individual learning strategies
  • Introducing this from the beginning of Year 12, to promote high level thinking and learning

Marking workshop

  • An opportunity to mark examples of responses to all question types [with feedback given]
  • How to utilise these with your students to ensure excellent final exam responses

Summary and conclusion

  • How to effectively incorporates issues, debates and approaches into high level responses
  • An opportunity to ask questions and promote further discussion

Jean-Marc Lawton

Jean-Marc is an experienced Senior A’ Level examiner and has over 20 years’ experience of teaching A’ Level psychology, including being Head of Psychology in a high performing Sixth Form College. He is a prolific author of text books and revision guides for A’ Level Psychology and is an accomplished deliverer of staff and student events.

View all courses led by Jean-Marc Lawton >