Scheme of Work 2010 / 2011
THINK ACTIVE! WHAT ARE THE LEARNERS DOING?
Course Overview:
Module / Unit Title:
AS Psychology – PSYB1
Two units are studied at AS psychology:
 PSYB1 unit: Key approaches, biopsychology, gender development and
research methods.
 PSYB2 unit: Autism, social cognition, remembering and forgetting.
Learning Outcomes:
Prepared by:
Lesley Walker
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Lesson Duration:
2 x 1.5 hrs
1 x 2 hrs
Start Date:
13th September 2010
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End Date:
7th June 2010
To introduce students to key approaches in psychology and how they
can be applied to gender development.
To promote an understanding of the role of physiology and genetics in
behaviour.
To develop an appreciation of how science works in psychology.
To develop an awareness of ethical issues in psychological research.
To demonstrate who data can be represented.
To promote a critical understanding of quantitative and qualitative
methods employed in psychological research.
To provide an introduction to theoretical and methodological
approaches in individual differences, social and cognitive psychology.
To enable students to develop critical and evaluative skills in relation to
theory and empirical studies in individual differences, social and
cognitive psychology.
Assessment Details:
Two externally assessed written exams
 PSYB1: 1.5hrs duration/AM 12th January 2011 (25th May 2011)
 PSYB2: 1.5hrs duration/PM 7th June 2011
EVERY CHILD MATTERS
FRAMEWORK:
Being healthy
Staying safe
Examples in the teaching and learning environment of the classroom for psychology:
o To promote positive attitudes about healthy eating through ensuring that any rewards of
sweets given are healthy.
o Encouraging students to walk the stairs to the classroom rather than take the lifts.
o To promote a positive attitude reflecting anti-drugs and anti-smoking and sexual health
when these opportunities may appear in psychological application, for example Joan
having sex in the car park which is an application stem.
o To maintain college policy of no food and drinks to be taken into the classroom,
however water in a bottle can be brought in for health reasons to help learners.
o Be aware and vigilant in recognising signs of personal stress and helping to develop
strategies to manage it such as being knowledgeable in referring a student to an
appropriate source of help and/or discussing with students their ‘difficulties’ in a
confidential and appropriate manner.
o Provide support for students who are concerned about any aspect of their health or
welfare, and particularly address the learning of psychology in the context of how they
should not apply it to themselves in a negative way as some topics can be seen as
threatening, such as Freud’s Oedipus complex which indicates that boys under the age
of 5 who are deprived of a father in later life can become homosexual.
o Adopt college procedure that clearly demonstrates an ethos of zero tolerance to bullying
and harassment and effectively deal with any indications in classroom.
o Adopt college procedure for dealing with anti-social behaviour and adequate security to
prevent it.
o Ensure all students wear their lanyard ID cards.
o Record and report any serious incidents occurring in the classroom.
o Chase up attendance which can be an indication of problems at college and/or home.
o Be fully aware of fire evacuation procedures and ensure clear display of procedure is in
the classroom.
o Ensure that vulnerable students are identified and the named member of staff to be
Enjoying and achieving:
Making a positive contribution:
Achieving economic wellbeing:
contacted is known.
o Ensure that consent forms and risk assessment are undertaken for any psychology
trips/events taking place outside of the classroom.
o Ensure appropriate usage of the internet and that students are aware of the risk of
internet grooming.
o Ensure that the success of students work is recognised, such as posters displayed on
the walls.
o Support learners with poor behaviour and attendance through, this can be achieved
through liaising with their tutor.
o Plan and monitor learner’s personal and academic development, examples of this can
be achieved by comprehensive feedback of work, ILP, reports and evaluation.
o Meet the needs of potentially underachieving groups; an example of this can be
achieved through buddying-up system and ALS and diagnostic tests.
o Encourage psychology students from different blocks to link with each other.
o Buddying-up system for A2 to AS students.
o Consulting students about key decisions that affect them and take into account their
views, this can be demonstrated by finding out what they want from their psychology
course.
o Psychology lessons to help develop the skills and behaviour needed for economic wellbeing such as skills to ensure effective studying or working life and examples of this are
ensuring punctuality, attendance, and generic study skills in the classroom.
o Provide understanding of access to higher education advice and up-to-date knowledge
in the area of psychology of careers and university course in order to help facilitate this.
o Support students in their applications to university in the area of psychology.
o Establish links with higher education institutions to promote progression in the area of
psychology.
Date
What topic(s) and learning
objectives will be covered?
What will learners do?
What resources are
needed?
How will learning be checked?
17.01
Introduction to PSYB2 unit
Experimental method recap
Remembering & Forgetting
Multi-store model of memory
Demonstrate their
understanding of the
experimental method
Describe the features of the
multi-store model of memory:
rehearsal, distinction between
SM-STM-LTM; primacyrecency effect
Describe the features of
levels of processing: shallow,
phonetic and semantic
Describe the features of
working memory: articulatory
loop, visuo-spatial scratch
pad, primacy acoustic store;
central executive
Discuss the strengths and
limitations of each model of
memory
Compare the three models of
memory
Explain the types of LTM:
episodic, semantic and
procedural
Discuss the reliability of
autobiographical memory
Distinguish between
accessibility and availability
Discuss trace decay,
displacement and
consolidation
Paper
Group discussion and building up a
mind map
Powerpoint
Workbook
Video: Clive Wearing
Past exam questions
Essay question
Activities
Powerpoint
Workbook
Application
Powerpoint
Workbook
Application stems
Past exam questions
Essay question
Activites
Past exam questions
Essay question
Activities
Powerpoint
Workbook
Past exam questions
Activities
Powerpoint
Workbook
Application stems
Past examination questions
Essay question
Activities
Powerpoint
Workbook
Application stems
Experimental studies
Past examinations questions
Essay question
Activities
Levels of processing memory model
24.01
Working memory model
Evaluation of memory models
Types of long term memory
Autobiographical memory
31.01
Theories of forgetting (STM): trace
decay, displacement, lack of
consolidation
Interference
Retrieval failure
07.02
Motivated forgetting
Mock test of remembering and
forgetting
Impression formation: stereotyping
and social schemas
14.02
Powerpoint
Workbook
Application stems
Discuss retrieval failure
Powerpoint
theory (LTM): context and
Workbook
cues
Application stems
Discuss motivated forgetting
Powerpoint
(LTM): repression
Workbook
Application stems
2 x 20 marks mock exam – based on past paper
Past examination questions
Essay question
Activities
Past examination questions
Essay question
Activities
Past examination questions
Essay question
Activities
Define social schemas and
stereotyping.
Past examination questions
Activities
Powerpoint
Workbook
Application stems
Powerpoint
Workbook
Application stems
Powerpoint
Workbook
Application stems
Impression formation: central traits
and primacy and recency effect
Discuss central traits and
primacy-recency effect
Concept of attribution
Explain concept of attribution:
distributional and situational
Discuss attribution biases:
self-serving bias, fundamental
attribution error and actorobserver effect
Explain the structure of
Powerpoint
attitudes: behavioural,
Workbook
affective and cognitive
Application stems
Discuss the function of
attitudes: ego-expressive,
knowledge and adaptive
HALF TERM
Discuss explanations of
Powerpoint
prejudice: social identity
Workbook
theory and competition for
Application stems
resources
Structure and function of attitudes
21.02
28.02
Discuss interference:
proactive and retroactive
Explanations of prejudice: social
identity theory and competition of
resources
Past examination questions
Activities
Essay question
Past examination questions
Activities
Essay questions
Past examination questions
Activities
Essay question
Past examination questions
Activities
Explanations of prejudice:
authoritarian personality.
07.03
14.03
Consolidation of social cognition
Consolidation of social cognition
Revision of remembering and
forgetting
Mock test of social cognition and
remembering and forgetting
Definition and symptoms of autism
Triad of impairment and joint attention
Cold parenting
21.03
Biological explanations
Biological explanations
Cognitive explanations
28.03
Cognitive explanations
Discuss authoritarian
Powerpoint
personality as an explanation Workbook
of prejudice
Application stems
Compare explanations of
prejudice
Revision of all for core areas
Revision of all core areas
Revision of remembering and forgetting
2 x 20 marks on social cognition
1 x 20 on remembering and forgetting
Define symptoms of autism:
Powerpoint
lack of social interaction;
Workbook
communication and restricted Application stems
and stereotyped movements
Explain lack of joint attention
Powerpoint
Explain the triad of
Workbook
impairment
Application stems
Explain the early explanation
Powerpoint
of autism: cold parenting
Workbook
Application stems
Video: Bettleheim
Discuss biological
Powerpoint
explanation: genetics
Workbook
Application stems
Discuss biological
Powerpoint
explanation: neurological
Workbook
correlates
Application stems
Discuss cognitive
Powerpoint
explanations: theory of mind
Workbook
Explain studies: comic strip,
Application stems
smartie tube
Explain Sally-Anne study
Workbook
(theory of mind)
Application stems
Video: Sally-Anne
Past examination questions
Activities
Essay question
Past examination questions
Activities
Past examination questions
Activities
Past examination questions
Activities
Past examination questions
Activities
Past examination questions
Essay question
Activities
Past examination questions
Activities
Past examination questions
Essay question
Activities
Therapeutic programmes: behaviour
modification/ aversion therapy
Language training and parental
involvement
04.04
11.04
18.04
25.04
02.05
09.05
16.05
23.05
30.05
06.06
Consolidation of autism
Revision of social cognition and
remembering and forgetting
Mock test of autism
REVISION
1.5hr mock exam
REVISION
REVISION
1.5hr mock exam
REVISION
REVISION
1.5hr mock exam
REVISION
REVISION
1.5hr mock exam
REVISION
REVISION
Explain aversion therapy
Powerpoint
Explain behaviour
Workbook
modification
Application stems
Distinguish between aversion
therapy and behaviour
modification
Explain the Lovass’s
Powerpoint
language training and the role Workbook
of parental involvement
Discuss the effectiveness of
treatment programmes
Revision of autism
Revision of social cognition and remembering and forgetting
2 x 20 marks autism
1 x 20 marks social cognition
1 x 20 marks remembering and forgetting
EASTER HOLIDAYS
Past exam papers
Mark schemes
Mock tests
Model answers
Mind maps
MAY HALF TERM
7th PSYB2 am exam
Past examination questions
Activities
Past examination questions
Activities
Essay question