ABOUT THIS COURSE
This course demonstrates and shares ideas and techniques for maximising the grades for students looking to achieve grades A* to C in their final A level Psychology examinations. Increasing value added for students predicted C to A* it includes simple but effective methods to encourage students to perform well in exams, new teaching approaches and techniques to stretch and develop the best students and keep the teachers’ workload manageable and realistic. Led by an experienced examiner and teacher, who has achieved excellent results, you will be provided with resources and ideas to boost the
BENEFITS OF ATTENDING
Increase value added results for each pupil
Aim to increase each student result by one grade above predictions
Gain techniques focusing on time management
Learn the focus used by experienced examiners
Develop SOW and planning resources
Share ideas and resources
|COURSE DATES||London Tuesday 2 July 2019
London Friday 18 October 2019
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00am
Organisation is key: overall structure and timing of the course with focus on exam performance and how to boost all students’ results
Discussions on what we as teachers find works and doesn’t work in teaching psychology at A-level
Feedback and examples from previous exams on student’s performance in exam conditions at grades A* through to grade C.
Methods that work to boost student’s performance throughout the two year course. This includes a scheme of work structured to complete teaching content by February half term.
Structured booklets, past-papers and model answers on how to answer 4 mark, 8 mark and 16 mark questions. This will have particular tips on strategies for students to achieve grade C through to A*.
Starter and plenary activities that work and constantly track students learning in Psychology
11.00 – 11.15am
Discussion: coffee break
11.15 – 12.15pm
Methods to boost results
- Focus on each individual pupil and where they sit at the start of the A-level course
- Predict realistic grades as outcomes and track throughout the A-level
- Regular assessment and tracking of students’ increases teacher insight, practice in exam conditions as well as boost students drive to perform
- Methods to boost individual results focusing on increasing each student by one grade as well as top grades (A-A*)
- The focus in this section will be based on methods that I have found work when teaching biopsychology to a mixed ability range of pupils
- Booklets and content will be supplied to complement teaching biopsychology
- Finish with exam questions and model answers as well as tips on marking efficiently and generating effective feedback
12.15 – 1.15pm
Lunch and informal discussion
1.15 – 2.30pm
Stretch, challenge and differentiation
- How to stretch, motivate, challenge and differentiate in A- level psychology? Using paper 3 content to demonstrate these teaching methods.
- Motivation can be a problem in A-level psychology as students find the amount of content overwhelming. I will focus on methods to try and break the content down for students to it is more achievable and less overwhelming.
- Peer assessment – make it work for you and your students
- Using peer assessment in conjunction with model answers
- Content focus here will specifically be on Gender and schizophrenia as topic areas. There will also be focus on Issue and debates and ways to overcome student concern on this section.
- Exam style questions and model answers will be supplied that work depending on ability.
2.30 – 2.40am
Discussion: afternoon tea
2.40 – 3.45pm
Focus on examination (AQA and Edexcel)
Regular assessment in the classsroom and within formal school setting
Ways to overcome marking and factor into teaching and planning
Schemes of work and booklets
Teaching unit 2 first to ensure students have theory knowledge before introducing topics such as memory and social influence.
Focus on approaches and biopsychology and the way these run through the course
Focus on teaching paper 1 content such as Social Influence, attachment and memory. Examples given from exam specification and model answers. Techniques on how to integrate these answers into the lesson.
Revision focus, methods that work for range of ability students. Lots of time is spent on ineffective methods for pupils and teaching them ways to revise effectively got Psychology is essential.
3.45 – 4.00pm
Discussion and resource sharing
Louisa is a highly experienced teacher of Psychology in both state and independent sectors, and an experienced A level Psychology examiner for both AQA and Pearsons. Student results in her department are an A*-C pass rate of 82%, with value added in summer 2018 achieving a 26% increase.