The aim of this OCR examination board specific A Level Psychology conference is to provide students with practical, engaging and motivating preparation day for their upcoming examinations. Students will hear from A Level Psychology experts, examiners, and authors and will take away top quality key guidance, advice, tips, techniques and revision focus points to give best possible preparation for examination success.


  • Develop an understanding of what examiners are looking for in top level responses to shorter-answer, extended answers and application questions.
  • Understand exactly what examiners are looking for in top level responses to shorter-answer, extended answers and application questions
  • Develop an understanding of how to effectively answer essay questions in all three papers.
  • Understand exactly was examiners are expecting to see in a high level response
  • Take part in activities to improve examination responses.
  • Enhance your understanding on how to interpret and answer research method questions well focusing on inferential statistics.


IN-SCHOOL You can also book sections of this conference as an in-school conference
  • A Revision set of notes for all students


10.25 – 10.35am: Welcome and Introductions


10.35 – 11.35am: Tackling the challenging topics in Paper 1: Inferential Statistical tests in Research Methods and how to succeed in the exam

  • Recapping which statistical test is appropriate to use and why, including utilising the context from the source.
  • Reading critical values tables and how to know whether the result is significant or not.
  • A critical look at the unique aspects of each statistical test and top tips on what to look out for in the exam.


11.35 – 11.55pm: Break – Submit your answers to the studies quiz.

11:55 – 12.20pm: Examiner workshop on Paper 1: Justify the procedure (15)

  • Examine as a group what differentiates top from lower level responses.
  • Explore the skills that gain the highest marks, including the importance of context and linking to your own practical.
  • Quick-fire exercise on how to pick out key aspects of the question, followed by a task to see what examiners are looking for in terms of assessment objectives.

12.20 – 12.50pm: Tackling the challenging topics in Paper 2: Psychological Debates

  • Explore free-will vs determinism, nature vs nurture, reductionism vs holism, and individual vs situational debates, in terms of how each debate is similar and different to other debates.
  • Look at student responses in from previous exams and what a top grade answer looks like.
  • How to argue that a study belongs to a particular position on a psychological debate – the key structure of successful exam responses, what will scores marks and what will NOT!


12.50 – 13.30pm: Lunch

13.30 – 13.55pm: Examiner workshop on Paper 2: Section C            

  • Applying psychological knowledge to an issue in Section C; Psychological Applied Learning Scenarios (PALS).
  • Advice for changes and improvements that demonstrate psychological knowledge using context.
  • Best ways to evaluate your suggestions, with easy wins and applying debates.

13.55 – 14.45pm: Tackling the challenging topics in Paper 3: Issues in Mental Health

  • Develop understanding of how psychologists conduct socially sensitive research and how to apply this to the study of mental health.
  • Revisiting Szasz and the myth of mental illness.
  • How to write a successful exam response in the Mental health section, what should be included and what is less important. What does an A/A* response look like.
  • How to apply knowledge of the mental health topic in the exam.


14.45 – 15.10pm: Examiner workshop on Paper 3: Options in Applied Psychology

  • Gain expert insight into the importance of AO2, applying psychological knowledge in Qa (10).
  • Helping students to interpret the questions and produce concise answers.
  • Looking beyond the key research, to improve the quality of your extended answer in Qb (15).


15.10 – 15.20pm: Final Top Tips and close

  • Extra tips on excellent revision ideas, including using the specification fully.
  • Action plan – what to do after today to get the highest grades.

Michele Satchwell

Michelle is an experienced examiner and team leader for a major awarding body. She has developed exam board resources and designed content for the GCSE 9-1 specification.  As experienced teacher and Head of Department in Psychology, she has taught across a range of secondary schools and FE Colleges across the UK. She has been published in Psychology Review and has since co-authored a new book; Psychology Review: A level Exams skills and Practice for Hodder Education.

Adam Satchwell

Adam has experience as an examiner and has a wider interest in social sciences and philosophy. He is an expert OCR A Level Psychology teacher, with a passion for the debates in psychology and the importance of research methods. Adam has carried out research which was published in the peer reviewed academic Journal of Occupational and Organisational Psychology.

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