Code: 7828


This is an advanced, intensive one hour session specifically focussing on the key areas highlighted in the summer 2019 feedback where students could do with improving performance, and also where students are gaining top marks, and why, from the examiners’ perspective.

Your session leader, Harriet Ennis is not only a senior examiner for A level Psychology, but also an experienced, practising A level Psychology teacher. In this session Harriet will draw on both areas of expertise, and teachers will gain practical methods, approaches and strategies which target those specific areas of the specification and exam which are challenging to access the top marks in


This interactive webinar will provide you with:

  • Analysis of the key features of the 2019 exam papers and how students at all levels performed
  • A particular focus on the most challenging areas from the 2019 exams, such as statistics and experimental design, concurrent validity, researcher bias and the nature/nurture debate
  • A framework for helping students to answer application and evaluation questions well, including specific exam techniques
  • Examples of marked student work at A and A* level


Introduction, welcome and sound check

Key features of student performance in 2019

  • Areas of strength and weakness – what has changed and what has stayed the same
  • Advice on individual questions and question types
  • Achieving consistency across the papers eg. lack of understanding of statistics and experimental design in Paper 1 Qu. 3, and the concurrent validity question on Paper 2 Qu.24

Framework for answering AO2 application questions

  • Analysing examples from the 2019 AQA A level exams eg. lack of understanding of statistics and experimental design in Paper 1 Qu. 3, and the concurrent validity question on Paper 2 Qu.24

Strategies to meet Examiners’ expectations for the AO3 evaluation questions

  • Metacognition and strategy, to improve future performance
  • Modelling the use of umbrella signposting and wrap-up sentences

Activity: Making use of a framework to build evaluation skills

  • Reusable writing frames and scaffolding that can be used by both lower and higher ability students

Language and scaffolding that boost examiner impressions 

  • Technical Language – words and phrases to avoid and include
  • Strategies and tips for the 16 mark questions

Reviewing student 16 mark essay answers

  • Using Debates as an example from the 2019 exams e.g. Nature/Nurture debate Paper 3 Qu. 4, which was a real discriminator
  • What examiners were looking for in A and A* responses

Delegates will take away materials to use with students and examples of marked A level answers based on real student responses.

Harriet Ennis

As a Head of Psychology, Harriet Ennis has enabled her student cohorts to achieve consistent ‘added value’, year on year for over 15 years. She is also an A level Psychology examiner for a leading exam board.

Harriet writes for ATP today, the BPS Psychology Teaching Review and an Oxford University Press Blog. She delivers CPD at the ATP Conference annually and she is a Chartered Psychologist and Associate Fellow for The British Psychological Society, Division of Academics, Researchers and Teachers in Psychology (BPS DARTP) and in 2018 she was given an award by the BPS for public engagement.