Please note, courses will be held online if they are not possible to run in venues.
ABOUT THIS COURSE
Join Emma as she explores the characteristics of ‘gifted’, ‘talented’ and ‘able’ identified in research and why and how we have to challenge our most able psychology students. Focused extensively on evidence-based teaching, learning and assessment practice as well as feedback from the summer exams, you will leave with a vast range of electronic resources and practical strategies that will enable you to meet the needs of your most able students and ultimately increase A and A* grade attainment. Finally, we will look beyond the course to focus on preparing these students to continue studying psychology at university.
BENEFITS OF ATTENDING
- Increase awareness of what teacher should aim to achieve with the most able Psychologists
- Gain the latest evidence-based practice that challenges A/A* students
- Develop greater understanding of what examiners are looking for in Grade A/A* responses
- Take away a range of innovative teaching ideas and electronic resources for your most able students
- Learn how to develop resilience so that talented psychology students achieve their A/A* potential
|COURSE DATE||London | Friday 19 June 2020|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10:30am
Challenging our most able students
- What do ‘gifted’, ‘talented’ and ‘able’ mean?
- Why do we have to challenge our most able students?
- How should we be challenging them?
How are A/A* grades achieved?
- Feedback: looking back at the summer exams: What went well? What did examiners look for at the top levels?
- Missing out on the A/A* grades: Common mistakes and key issues
- Working through A/A* responses and those that are not A/A*
- Candidate style answers and commentaries with a focus on developing high quality responses
- Curriculum and teaching and learning adaptations in response to the lessons learnt to improve A-A* attainment
11.15 – 11.30am
Discussion: coffee break
11.30 – 12:00pm
Evidence-based practice; memorising psychology content in the long term
- Exploring recent Psychology research findings
- Embedding retrieval practice
- Developing metacognition with A and A* Psychologists
Developing A/A* AO2 application skills
- What does an A* AO2 response look like?
- Strategies to improve AO2 application skills for topic areas and designing research questions
- Developing synopticity to support students to link knowledge from across the psychology specification
- Helping learners to interpret the questions and produce concise answers
1.15 – 2.00pm
Developing A/A* AO3 evaluation and analysis skills
- What does evaluation in an A/A* essay look like?
- Strategies and resources to develop AO3 evaluation as a skill rather than encouraging revision of listed points
- Evaluating theories Vs approaches Vs studies Vs treatments; the key links and differences
Exploring and solving the big challenges for A/A* psychology students
- Differentiating for A/A* students in a mixed ability psychology class
- Sustaining engagement over two years both within and outside the classroom
- Balancing exam technique and specification requirements whilst fostering passion for psychology
- Building character strengths and growth mind set order to support the transition from GCSE to A Level and prepare for Higher Education
3.00 – 3.30pm
- Reflecting on learning
- Action planning to apply evidence-based practice in own setting
- Stopping A and A* students slipping
Emma has been teaching and achieving consistently Sig+ outcomes in Psychology at both GCSE and A Level for over 10 years. She is currently Assistant Headteacher in charge of School Improvement at The McAuley Catholic High School. A BPS Chartered teaching and Research Psychologist and Specialist Leader of Education (SLE) for a Teaching School Alliance, Emma delivers CPD in her own school, local authority and has previously delivered on behalf of the ATP and NSLC. She is an enthusiastic presenter who loves developing new resources and has previous experience as an examiner for AQA.