Tuesday 15 June 2021 – 4pm

Code: 8177

This is part of a series of 3 webinars all three can be purchased for £280, or individually for £110. (other webinars in the series – 8178 and 8179


This course offers support on how to deliver and assess all aspects of the mental health curriculum to GCSE and A level Psychology students. Suitable for a range of psychology teachers who may be seeking more confidence in delivering the mental health aspects of the curriculum or want to develop this skill further. There will also be a discussion on how to support the wider school and the mental health of the students, for more experienced teachers or heads of department. This course will provide you with the skills to teach mental health sensitively and effectively. The course will cover how to best teach and assess; the background and contextual factors, disorders and their characteristics, explanations and treatments from biological and non-biological approaches with key research support, and how to apply issues and debates to the study of mental health. This course will boost your confidence in delivering mental health and help to improve your student outcomes and their mental health awareness.


  • Provide teachers of GCSE and/or A level Psychology the material, skills and confidence to teach mental health effectively to all ability and age ranges
  • Explore creative ways to make psychology interesting and relevant to students, whilst making difficult concepts (biological psychology and mental health) more accessible.
  • Take away a range of activities and resources that you can implement in your teaching immediately.
  • Promote positive mental health among staff and students.

Session 1 – Knowing your students. Knowing the content.

In this session we will be focussing on the core themes within the mental health topics and thinking about how this informs your own relationships with your students.


Session 1 out of 3: Knowing your students to teach them the foundations of mental health

4.00 – 4.05pm: Welcome and Introduction

  • Overview of GCSE/A level specifications and where Mental Health is covered in various topics and their weightings; issues in mental health, psychological problems, psychopathology, clinical psychology, implications in the Real World or options.

4.05-4.30pm: Knowing your psychology students

  • Why do students choose psychology? Look at existing research and how to carry out your own into factors that affect students selecting psychology. How to sell and cater for these factors and inform students and parents at open evenings of sensitive content.
  • Statistics and research on mental health in young people in UK currently and following COVID-19. What does this mean for your classroom? How to use well-being checks and private self-disclosures.
  • Debunking myths and how to promote positive mental health within psychology and our everyday language in the classroom.
  • Access to support from cross-curricular, KS3 and safeguarding teams in schools. Along with mental health charities, mental health events and media links.

4.30-4.55pm: Teaching the background and context of mental health

  • How to best teach historical context and changes to mental health (and attitudes) over time through; physical timelines, human library, media, brief period in time report, and looking at the absurd.
  • Teaching the sensitive issues around stigma and the significant effects of mental health through; creating safe places, scaffolded tasks, democratic vote on language to ban, people chains of effect, modern take on Maslow’s pyramid, positive mental health continuum and the importance of self-esteem.
  • Understanding how abnormality is defined and disorders are classified through; creating their own DSM/ICD, using case studies, testing for reliability, applying codes, and creating debates to evaluate the usefulness of a diagnostic tool.
  • Exam focus on classifying disorders, using key terms and keeping up to date.

4:55-5:20pm: Teaching full range of psychological disorders

  • Importance of psychological terminology in defining disorders through; using DSM/ICD, keeping a disorders dictionary (AO1), applying key terms to scenarios (AO2) and correcting everyday language.
  • Opportunity to embed maths in understanding prevalence through; using ratios, visual representations and evaluation of quantitative data in diagnosis.
  • Resources and support available through fact sheets, mental health charities, case studies and documentaries, for psychological disorders on the curriculum; Depression, Schizophrenia, Phobias, OCD, Addiction and Anorexia.
  • Exam focus on defining disorders and their characteristics.

5:20-5:30pm: Review and Q&A.


Michelle Satchwell

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 for Hodder Education.

Pearson A level Drama