Frequently asked Questions Psychology GCE
Autumn 2012
Frequently asked Questions:
During the Autumn 2012 CPD sessions delegates were offered the opportunity to
send questions and concerns to the presenters in advance. The answers given were
recorded and these answers are now available for all to access.
PY1
PY2
PY3
PY4
Resources
General
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PY1:

What is meant by ‘clear reference to psychology’ in the mark scheme for
Q1(a)
This is mostly an issue with the biological approach – there should be an
example including either an emotion, behaviour, thoughts.

Do students need to mention the assumptions in Q1(b)
No (this was a requirement in the legacy specification).

What is required as a ‘link’ in the therapy question (Q2)?
There is a need to ensure that as well as noting the appropriate assumption
which has led to the forming of the specific therapy that there is a continuous
reference to the approach. This can be done by using appropriate language
and terms, explaining the assumptions through the processes of the therapy.

Should candidates refer to a study to support the therapy (Q2)?
Whilst it could be a way of adding to their knowledge and understanding
(demonstrating an example of how exactly used e.g. to treat a particular
condition) care should be taken that the study is not used in an evaluative
manner (as no AO2 credit given here)
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Frequently asked Questions Psychology GCE
Autumn 2012

Can ‘reductionism’ be used as a strength/weakness for Cognitive and
Psychodynamic Approaches (there is contradicting information in
books)?
As long as the explanation is absolutely clear in terms of how considered to
be a strength or weakness the answer could be creditworthy. Contradictions
in textbooks are a result of contradictory beliefs by authors based on their
favoured approach and is indicative of the subjective nature of psychology.

Is it necessary to use a different example to exemplify each
strength/weakness?
Doing so would ensure clarity in terms of demonstrating to the examiner that
two issues are being dealt with.

Can same issue be used as strength (for (a) and as a weakness (for (b))?
Yes. They are two separate questions and as long as the explanation is
clearly a strength and then clearly a weakness this can be creditworthy.

Is there a need to give the counterbalance for questions 3 (a) and (b)
No (i.e. no need for, ‘on the other hand, this can also be seen as a
strength/weakness).

Are there any methodologies that are better to use for certain
approaches (Q5)?
No, as long as the methodology is clearly relevant to the approach with
examples any method would be creditworthy. Whilst there are more obvious
methods with certain approaches (e.g. case studies for Psychodynamic) there
is a wide range within each and therefore there is opportunity for recycling
materials from other areas of the specification here (e.g. PY2 core studies)
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Frequently asked Questions Psychology GCE
Autumn 2012
PY2:

Will the ten Core Studies be changed (as mentioned in the
specification)?
Changes to the studies will be done alongside the overall changers to the
specification in due course.
 Can evidence used as ‘context’ and ‘alternative evidence’ be the same
studies?
Previous season’s CPDs demonstrated the possibility of recycling the
information used as ‘context’ as ‘alternative evidence’ to reduce teaching time.
Care should be taken however that alternative evidence is not used as
context if it had occurred after the core study.
 Candidates need to learn 30 studies. Can this be reduced?
The specification requires the 10 core studies in detail. The requirement for
context and alternative evidence does not need to be full studies. There are
many opportunities for recycling from PY1 and within PY2 as well as the
Context and Alternative Research being shared. The Alternative Evidence
question’s answer should be focused on the original core study and there is
no need for in-depth details from the research chosen. It will often be enough
to focus on one element (e.g. a different sample, alternative social context).
PY3:

Do students need to know strengths/weaknesses of measures of central
tendency?
Yes

A previous session of CPDs referred to the R-Rule when deciding on
whether to accept or reject a hypothesis. Can you please explain this?
This is a rule seen in some textbooks that is given to assist with remembering
when to accept and when to reject the null hypothesis when using the
different inferential tests. However, care should be taken with this rule as
there are exceptions and therefore it could be considered misleading bearing
in mind that the students do not need to complete the test.
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Frequently asked Questions Psychology GCE
Autumn 2012
PY4

Which topics and applications are most popular by centres?
Memory, Relationships and Consciousness (Section B)
Forensic and Abnormal (Section C)
 Which topics and applications do candidates perform well at?
Those prepared well. The marking scheme is the same for all and this is
emphasised at the marking conference for examiners.

How important is it that candidates remember dates?
Candidates would not lose marks for including the wrong date or omitting a
date. It is worth considering the historical context rather than the date as such.

In ‘explanations for forgetting’ can students use repression, amnesia
and Alzheimer’s?
Yes

Is Amnesia acceptable as an example of a memory disorder?
Yes – as included as an example in the specification. There is reference to
the unsuitability of this in an Examiner’s Report – while strictly speaking it is a
symptom rather than a disorder in itself, its inclusion in the specification as an
example deems it creditworthy.

When teaching ‘nature of dreams’ is it OK to teach 2 theories? Is this
adequate?
To reach the top band in the AO1 there needs to be a range and depth of
knowledge and information. Dependent on the specific question asked there
could be a difference in how many ‘theories’ are needed for range. For
example, ‘Theories of crime’ would require at least three due to the vast
number of theories available, whereas ‘Profiling’ is much more specialist and
therefore a narrower choice. To ensure that the range is clear there should
also be a clear distinction between the theories used (e.g. different
approaches)

Should students always be comparing and contrasting the theories
presented?
It is not essential, but it is one method of analysis that can contribute towards
AO2 marks.
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Frequently asked Questions Psychology GCE
Autumn 2012
 How many ‘theories’ are needed to ensure ‘range’?
Dependent on the topic/application as there is much variety in the areas
covered. Looking at the indicative content of past Mark Schemes may provide
ideas. Candidates should, of course, also ensure that depth is dealt with in
order to reach the top band.

How important is it that the students use the correct names and dates of
researchers and their work?
The most important details needed are what was done, why it is was done
and what did it mean. Whilst knowing the name is always appreciated, no
marks are taken away for not including names. Regarding the dates, the most
important factor regarding dates is the historical context and whether there is
any evaluative aspect to this (e.g. changes in social behaviours)

How much time is needed to teach the PY4
Many factors will affect how many hours are needed to complete the teaching
of the course (e.g. number of teachers, knowledge of the teacher, number of
students in class, sitting the exam in January or June etc.). Time should be
used for teaching the necessary skills as well as the content.

Are there marks for original insights?
Original thoughts can be credited, as long as they are appropriate and
explained and relevant to the question. Psychology is, after all, a subjective
science and therefore original thoughts could be encouraged. Alternatively,
there is no absolute requirement in the mark scheme to include original ideas.

What is best way of teaching PY4?
Rather than teaching the individual essay titles, the concept of clustering can
be a useful way of ensuring understanding whilst reducing the content given
to the students (see CPD Materials for Clustering explanation).
Crucial to include timed essay writing within the examination preparation –
this is a useful way of judging how much material is needed for each essay.
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Frequently asked Questions Psychology GCE
Autumn 2012
Resources:

Are there model answers available?
The advice here is that centres should make use of their own scripts
whenever possible (accessed by the Post Results service). Using your own
candidates’ work ensures that the content is appropriate to what is taught in
your centre whereas other centres might have a very different approach to the
teaching.
There are exemplars for all four of the GCE units on the Secure Website
(Resources/CPD Materials/Psychology). There are no marks on the scripts
but all were chosen to represent top band answers.

Are there any new teaching resources available?
New Revision resource on NGFL/Learning Possibilities

WJEC Textbooks are a bit 'thin' in terms of the content especially for
some areas (e.g. Relationships with the focus on romantic relationships
only but the Examiner’s Report stating that there is a need for more
variety).
Teachers could use the books listed in the specification but also use their
professional judgment as to which information to use with their students. Care
should be taken with some sources as they may not be wholly accurate (e.g.
hooded rats!)
Certain textbooks have been endorsed by the WJEC but that does not mean
that the content in those books is considered any more (or less) suitable for
the teaching of the course. There are elements of the specification not
covered within these books and therefore teachers need to decide which
resources are appropriate for their choices.
Other ideas possible for understudied relationships include imaginary friends,
brothers and sisters, pets and incest (care needed with this one to ensure
responsible teaching)
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Frequently asked Questions Psychology GCE
Autumn 2012
General:

Do students do better by sitting the PY1 in January and then PY2 in
May/June or sitting both together in the summer?
This is a decision for centres to make – many contributing factors in the
decision (motivation of students, other exams to be taken). In light of recent
changes of course as from January 2014 there will no longer be the option for
separating the units and both will be done together at the end of the year. As
on 11th December 2012 – still awaiting decision by the WAG on this
happening also in Wales.

Can students do well with ‘model’ answers?
Examiners Reports have made the point for several sessions that teaching via
model answers does not always allow the very best marks to be gained as
there is often a lack of understanding (especially true of PY4).

Can candidates answer with bullet points and/or diagrams?
This is acceptable as it can sometimes ensure greater clarity. If diagrams are
used there would be a need for written explanation also (i.e. stand-alone
diagrams are unlikely to answer the question).
The findings of research could also be presented via tables (e.g. Loftus and
Palmer in PY2) with words to expand. This approach would not suit all
answers.

How can my students learn it all? There is so much content for them to
revise?
Recycling, reusing the same theories, pieces of research, basic assumptions
etc. and working on ensuring understanding of the information will allow the
need for less facts to be included in the notes.

What are common pitfalls of new centres?
A discussion with those attending the meetings seemed to come to the
conclusion overwhelmingly that ‘over teaching’ is the biggest issue. Too much
information can be given without adequate attention given to the basic skills.
As suggested in previous CPDs also, teachers can consider re-cycling
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Frequently asked Questions Psychology GCE
Autumn 2012
information (this could be within a unit e.g. PY1 – strengths and weaknesses
and the compare and contrast question; across units e.g. using the Loftus and
Palmer study from PY2 as a Cognitive laboratory experiment for the
methodology question in PY1)

What is the purpose of the ‘Moving on from Sigmund’ notes?
There can be ideas used to support materials currently used in the
Psychodynamic approach for PY1. New ideas can be added to develop
current psychodynamic teaching.
The purpose of the notes was also to indicate how there are always less
obvious materials available to be included in the teaching and not to always
rely simply on the textbooks (which can be quite limiting).

How much should the students write?
Since the onset of the course there has been the guidance of a ‘mark a
minute’ on the PY1 and PY2 units – this of course should be used as a guide
only as some answers may require a few additional minutes whereas others
could be completed in less time. It is a useful preparation technique to use in
the classroom revision lessons to give individual questions and allocate 12
minutes to the students to write their answer.

What does the acronym DRUGS stand for?
Deterministic
Reductionist
Usefulness
Generalizability
Scientific

I am concerned about a candidate who does not have a learning
difficulty but is a ‘messy’ writer - what can I do to ensure that their work
is credited appropriately.
Centres are allowed to provide a word processor with the spelling and
grammar check facility disabled, to a candidate when this is their normal way
of working within the centre. There is not a requirement to process an
application using Access arrangements online (as necessary with use of
scribes etc.) or to record the use of the arrangement. No evidence is needed
to support the arrangement.
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