ABOUT THIS COURSE
This course offers an introduction and overview to effectively teach GCSE Psychology. Suitable for anyone just starting to teach, in the first year, non-subject specialist, or lacking confidence in their teaching of GCSE Psychology. This course will provide you 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 boost your confidence and your students, who are studying psychology for the first time.
BENEFITS OF ATTENDING
- Provide teachers of GCSE Psychology the material, skills and confidence to teach effectively to all ability ranges.
- Develop exceptional understanding of common errors in the delivery of GCSE psychology and how to address these difficult concepts to overcome them.
- Gain insight into the content, the exam structure, how exams are marked and how to deliver the course based on different models.
- Take away a range of activities and resources that you can implement in your teaching immediately.
- Increase the differentiation of your delivery of GCSE psychology, using flip, scaffold and extend activities (using technology to support too).
- Explore creative ways to make psychology interesting and relevant to GCSE students.
- Opportunity to network with other teachers delivering GCSE Psychology
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10.00 – 10.30am: Overview of GCSE Psychology structure and highlighting difficult concepts
- Introductions and opportunity to network, creating a supportive network.
- Overview of course content across GCSE exam boards, highlighting difficult concepts for GCSE students and difficult exam questions.
- Discussion about when is best to introduce difficult concepts and whether to embed or teach as stand alone. How these can be used for fully differentiated learning.
- Focus on different models of GCSE Psychology delivery, running over 1/2/3 year programmes.
- 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.
- Identifying your support network within your school/college or local area and how to make the most of this as a small department or single teacher department.
10.30 – 11.00am: 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 using Bloom’s taxonomy, questioning techniques and differentiation.
- How to best teach AO1; looking at key term glossaries (literacy), elaborating answers, unpacking key terms and condensing answers.
- How to best teach AO2; looking at using source-based questions, contextualising answers, supporting arguments with evidence from studies and how to link the evidence to the point.
- How to best teach AO3; looking at how to be critical, easy strengths and weaknesses for theories/studies, elaborating on evaluative points and 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.
11.00-11:15am: Break and networking
11:15am– 12:05pm: 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.
- Importance of Research Methods in GCSE psychology and social sciences; is psychology a science? Cross-curricular support, embedding prior learning from KS3 and developing critical thinking.
- Psychological terminology and how to best deliver AO1/2/3 skills in Research Methods; whether to embed or teach stand-alone.
- How to motivate GCSE Psychology students to enjoy Research Methods; how to recreate studies, carry out their own independent practicals, the problem with ethics and sharing their research.
- How to answer Research Methods exam questions with ease and utilising the source (AO2). Low stake questioning (AO1), easy evaluation (AO3) and where to flip.
- Additional support available and where it is available for teachers/students from a non-maths/science background. Extension opportunities for students too.
12.10 – 1:00pm: Neuropsychology and how to teach mental health to GCSE Psychology students
- How to teach AO1 and the range of psychological terminology in reference to the brain and neurons, with links to exam technique.
- How to teach 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.
- How to teach AO3 and linking to issues, debates and approaches in psychology, with links to exam technique.
- How to teach neuropsychology in fun, creative, interactive and memorable ways.
- Ways to teach mental health (psychological problems) in a sensitive way, what to avoid and what to discuss. Mental health statistics in school and how to support the school.
- Additional support available and where it is available for teachers/students from a non-biological or mental health background. Extension opportunities for students too.
1.00 – 2.00pm: Lunch and informal discussion
2:00 – 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.
- How to teach issues, such as Ethics and why it’s our role to stress the importance of these. How these will develop cultural capital and responsibility in GCSE psychology students.
- 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.
- How 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.
- How to draw on the wider picture, develop big questioning and develop extension activities or preparation for continuation to KS5.
2:50 – 3:00pm: Afternoon break and networking
3:00 – 3:50pm: Preparation 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. Use of low stake questioning, use of technology to measure this skill for you, such as multiple-choice questioning (MCQ), how to flip and assess.
- AO2 Contextualisation and use the source! Examples of a range of sources in different topics and linking to wider reading/media (Extension opportunity) of using and applying psychological knowledge as a norm.
- AO3 Evaluation embedded and stand-alone questions, why being negative is easier, how to develop an argument and a conclusion.
- How to develop answers into detailed purposeful responses; linking to the question, key terms, contextualising, critical, elaborating.
- Additional support available and where it is available for teachers/students and how to create exam question banks with feedback. Use of feedback sheets, grade descriptors and how to give a grade in GCSE psychology. Extension opportunities on how to get a high grade.
3.50 – 4.00pm: Q&A before departure
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.