This in-depth NEW course offers an introduction and overview to effectively teach GCSE Psychology.

The course is ideal for all teachers starting to teach GCSE Psychology, regardless of exam board and will provide teachers  with all the necessary skills that are specific to the delivery of GCSE Psychology, such as maths, research methods, neuropsychology, mental health, issues, debates, approaches, difficult theories/studies, and exam technique focusing on how to best implement the different assessment objectives in your everyday teaching.

This course will also give details of the standards expected for student to achieve well in exams, and also detail on what examiners are looking for to award grades 7 – 9.  Finally the course will give as boost to teacher confidence, especially those starting for the first time, or in their first year.


  • Gain a clear overview of the structure, key points, challenge areas and levels of learning required for GCSE Psychology
  • Gain a range of creative, interesting teaching approaches and strategies for teaching GCSE Psychology including difficult concepts
  • Take away clear understanding of the exam structure, how exams are marked, levels required, common errors to avoid
  • Provide new teachers of GCSE Psychology the material, skills and confidence to teach effectively to all ability ranges.
  • Take away a range of activities and resources that you can implement in your teaching immediately.
DATE & LOCATION Online | Monday 24 January 2022
Online | Tuesday 5 July 2022
  • NQT’s and teachers in their first year of teaching GCSE Psychology
  • Non-subject specialist teachers
  • Heads of Psychology training new Psychology teachers
  • Heads of Social Studies training new Psychology teachers
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

10.00 – 10.40am: Overview of GCSE Psychology structure and highlighting difficult concepts

  • Overview of course content across GCSE exam boards, highlighting difficult concepts for GCSE students and difficult exam questions.
  • Explore when is best to introduce difficult concepts and whether to embed or teach as stand alone.
  • Identifying time-savers and time-stealers, which difficult concepts take the longest for understanding to develop and need to be revisited and which parts of concepts can be scaffolded or flipped

10.40 – 11.00am – Morning Break

11.00 – 11.45am: Assessment Objectives and teaching the skills of GCSE Psychology

  • Overview of AO1/2/3 and the weightings of these in the exam, with comparisons to other subjects and levels.
  • The difference in difficulty and skills required from GCSE students
  • How to best teach AO1, AO2, AO3 looking at key areas eg how to be critical, elaborating on evaluative points, how to create a balanced argument in essays
  • How to split lesson time to effectively cover AO skills and how to see these skills in exam questions. How to differentiate your lessons for flip, scaffold and extend based on the AO’s.

11.45 – 12.30pm: Maths and Research Methods essential skills in GCSE Psychology

  • The 10% maths skills that will be examined; how to embed maths in psychology, cross-curricular support, descriptive statistics focus, analysing tables/graphs and typical exam questions measuring maths skills.
  • Psychological terminology and how to best deliver AO1/2/3 skills in Research Methods
  • How to motivate GCSE Psychology students to enjoy Research Methods
  • How to answer Research Methods exam questions with

12.20 -1.30pm: Lunch

1.30 – 2.15pm: Neuropsychology and how to teach mental health to GCSE Psychology students

  • Approaches to teaching  AO1 and the range of psychological terminology in reference to the brain and neurons, with links to exam technique.
  • Approaches to teaching AO2 and examples of go-to studies that demonstrate brain functioning and will inspire your students to what to know more along with specification studies broken down, with a focus on exam technique.
  • Approaches to teaching AO3 and linking to issues, debates and approaches in psychology, with links to exam technique.
  • Approaches to teaching neuropsychology in fun, creative, interactive and memorable ways.
  • Approaches to teaching mental health (psychological problems) in a sensitive way, what to avoid and what to discuss.

2.15- 2.50pm: Theories, Studies, Issues, Debates and Approaches in GCSE Psychology

  • How to deliver theories using AO1/2/3, how much do they need to know, how to avoid over-teaching and focusing on exam technique.
  • How to deliver studies using AO1/2/3, how to embed maths/research methods, how to make sample and results (numerical data) memorable and focusing on exam technique.
  • Teaching issues, such as Ethics.
  • How to teach debates, understanding both sides of the argument (AO1), using evidence to support (AO2) and how to evaluate these positions (AO3). How to structure a debate and how to use these skills in an extended essay in the exam.
  • Strategies to teach psychological approaches, when is best to teach these, how to find out which approach you belong to, adding meaning to theories/studies, and easy evaluation tips.

2.50 – 3.40pm: Preparing for the Exams in GCSE Psychology

  • Review of AO1/2/3 skills and how these links across all topics, questions and their weightings.
  • AO1 Key term and knowledge quick checks.
  • AO2 Contextualisation and use the source!
  • AO3 Evaluation embedded and stand-alone questions
  • Methods to support students to develop answers into detailed purposeful responses; linking to the question, key terms, contextualising, critical, elaborating.

Michelle Satchwell

As an experienced passionate teacher and head of department in psychology, Michelle, has taught across a range of secondary schools and FE colleges across the UK, developing her practice to engage a variety of students. Michelle enjoys mentoring trainee teachers in psychology to develop their confidence, differentiation and resources. She has also worked as an examiner and team leader, developed resources for an exam board, and designed the content for the GCSE 9-1 specification. She has been published in Psychology Review and has since co-authored a new book; Psychology Review: A level Exams skills and Practice.