Module 1
Why is this being studied?
- In this module, students will learn the key theories and studies in understanding criminal behaviour, this unit has been sequenced first to utilise the engaging content of the unit to support memory for their exam at the end of year 11.
What is being studied?
- Definitions of crime and criminality
- Social Learning Theory, Supported by Cooper and Mackie’s research,
- Eysenck’s Criminal Personality Theories, Supported by Heaven’s research.
Assessment criteria covered:
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding criminality,
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to the justice system.
Module 2
Why is this being studied?
- This module is designed to build on the learning of module 1 and extend knowledge and understandings from criminal behaviour in module one to apply further to psychological ideas, processes and procedures in the development unit. What is being studied?
- Evaluating the effectiveness of punishment and rehabilitation in crime reduction,
- Stages of development,
- Brain structure and function
What is being studied?
- Evaluating the effectiveness of punishment and rehabilitation in crime reduction,
- Stages of development,
- Brain structure and function
Assessment criteria covered
- AO3 Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions about the effectiveness of rehabilitation and punishment.
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding development
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to improving education.
Module 3
Why is this being studied?
In module 3, students will extend their knowledge of developmental theories towards answering the question ‘How can we apply learning theories to education?’.
The sequencing of subjects has been built to compliment a specific learning process for students in psychology that embeds routines to support revision throughout their learning.
The opportunity to explore field experiments will utilise a worked example in this module towards the research methods content in their exams.
What is being studied?
- Willingham’s learning theory,
- Field experiments, using Blackwell et al’s research,
- How can we apply learning theories to education?
Assessment criteria covered (1 bullet point)
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding development
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to improving education.
- AO3 Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions about the effectiveness of education.
Module 4
Why is this being studied?
The psychological problems unit is scheduled for module 4 to give the students the opportunity to build their learning and critical thinking skills to enable healthy and helpful discussions around the focuses of schizophrenia and clinical depression.
This module will investigate the evidence into schizophrenia as a key focus to enable a routine to be built to apply to clinical depression in module 5.
What is being studied?
- Symptoms and Incidence of Schizophrenia
- Dopamine hypothesis and Social Drift Hypothesis explanations for schizophrenia.
- Research by Daniel et al into Social Drift Hypothesis.
Assessment criteria covered
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding Schizophrenia,
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to improving support for psychological problems,
- AO3 Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions about the effectiveness of treatments for psychological problems.
Module 5
Why is this being studied?
The psychological problems unit is scheduled for module 4 to give the students the opportunity to build their learning and critical thinking skills to enable healthy and helpful discussions around the focuses of schizophrenia and clinical depression.
This module will investigate the evidence into clinical depression as a key focus to utilise routines built in module 4 while studying schizophrenia.
What is being studied?
- Symptoms and Incidence of Clinical Depression
- The ABC model of clinical depression
- Diagnosis and treatment of psychological problems, including medicines , Neuropsychological tests and Brain imaging
Assessment criteria covered
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding Clinical Depression,
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to improving support for psychological problems,
- AO3 Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions about the effectiveness of treatments for psychological problems.
Module 6
Why is this being studied?
Module 6 sees a learning focus on social influence, as the first content in paper 2. Students will by now have developed their routines throughout the unit to support their learning as they move into the second paper.
What is being studied?
- Conformity, including the power of uniform and the 2011 riots,
- Why do we conform? Dispositional Factors on behaviour, How does minority and majority influence affect social change?
- Research methods: Reliability, Validity, Interviews
Assessment criteria covered
- AO1 Demonstrate knowledge and understanding of psychological ideas, processes and procedures in understanding Social Influence
- AO2 Apply knowledge and understanding of psychological ideas, processes and procedures to understanding the value of minority and majority influence in social change,
- AO3 Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions about the value of minority and majority influence in social change