The 2018 report on the examination described excellent use of statistics as the gateway to high marks on A level Psychology. Combined with the crucial area of research methods, successful analysis, evaluation and application of these skills are vital to succeeding in A level Psychology, but are challenging areas for a significant number of students.

This course, will provide new teaching approaches, ideas and resources which ensure that students of all abilities gain a real grasp of these skills and are able to utilise them fully in their examinations, leading to better results in their final A level Psychology examinations.


  • Gain new teaching approaches to these key areas for success in A level Psychology
  • Develop strategies for improving statistical understanding and analysis
  • Review how students can strengthen their usage of research methods under exam conditions
  • Take away resources and materials to use immediately to support revision
COURSE DATES London Friday 6 December 2019
  • All teachers of A level Psychology
  • Heads of Department
  • Heads of Social Science
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
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 11.00am
Where and why students struggle on statistics and research methods

Key messages from the 2018 exams

  • Reviewing the feedback from 2018 about how the highest and lowest attaining students performed in statistics and research methods.
  • Where did they succeed and fail, what differences did it make, what key points should teachers and students focus on?
  • Specific issues within the teaching of the course where students struggle – understanding and planning for the challenge areas
  • The difficulties students carry over from GCSE Mathematics and how to support them
  • Introducing research methodology to inexperienced Psychology students: starting where the students are

11.00 – 11.20am
Discussion: coffee break

11.20 – 12.30pm
Improving Statistical and Research Skills with Lower Attaining Students

  • Maths Anxiety: teaching approaches to support students in understanding and working with mathematics
  • Strategies to help students improve their statistics skills and produce better Psychology
  • Explaining the significance of different research methods to engage lower attaining students
  • Using case studies effectively with the less able to improve understanding and application of research methodology
  • Linking your teaching methods to the question types – the different questions students face and how to overcome resistance

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.10pm
Working with highly able students on statistical and research skills

  • Working with statistics and research methods to ensure highly able students analyse and evaluate to a high level
  • Effective application of research methodologies – what are examiners looking for at A and A* level
  • How students can really use statistical skills as the gateway to high final marks
  • Improving the confidence of the more able in making decisions on statistics and research methods

2.10 – 2.40pm
Monitoring and Assessing Progress on statistics and research skills

  • How to ensure that students’ understanding of statistics and research skills are progressing in line with national standards
  • Task setting to promote high level application and evaluation skils
  • Tracking and expectations to ensure students maximise their potential

2.40 – 3.45pm
Preparing your students for the 2019 statistics and research exam questions

  • Reviewing the different question types: ways to approach each type, what is required for excellent answers
  • Marking exercise using model answers on different questions
  • Example questions: how students should approach them and the different quality of responses required to show how to raise achievement
  • Dealing with unexpected contexts – helping students to cope with using their knowledge in different contexts

Final discussion and questions

Helen Kitching

As a teacher who has taught GCSE psychology for 17 years, Helen is well placed to offer advice and support on introducing the new specification. She is co-author of the new GCSE OCR textbook and regularly runs GCSE CPD training. She is a Chartered psychologist (through the teaching route) and an Associate Fellow of the British Psychological Society. She is co-editor of ATP today magazine.

View all courses led by Helen Kitching >