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Guidance on effective practice in A level psychology
The following advice draws on experience over the first years of Curriculum 2000 to provide some general guidance about managing and implementing effective teaching and learning. This is illustrated by case studies of good practice on this website.
Planning and managing teaching and learning
Forward planning and careful management are essential to develop good practice in the teaching and learning of psychology. In particular the psychology department should:
- share a vision about the purpose of teaching psychology and its contribution to the aims of the school or college as a whole, ensuring that this vision is shared throughout the school or college and made apparent through actions (for example open evenings, displays, parental involvement)
- select a specification which suits the vision and ethos of the department and has the potential to provide challenge and motivation for students (case study: Gordano School)
- take ownership and turn the specification into a curriculum, using the specification aims, informed by the departmental aims, as the starting point for designing a one- or two-year course plan, medium-term plans/schemes of work for units or topics and short-term lesson plans
- ensure that the curriculum makes best use of the capabilities and interests of staff, the location and facilities of the school/college and the opportunities for fieldwork and community links
- share and discuss the aims and objectives with students, making changes to the detail each year to ensure course suitability and student motivation (case study: Loreto Sixth Form College)
- support students in the transition from GCSE to AS and from AS to A2. In some schools and colleges, for example, induction units are made available to introduce new skills and approaches (case study: Gordano School)
- offer information and guidance to students about the nature of the course, assessment deadlines, and help or resources available. Many schools and colleges provide study guides, diaries or intranet sites (case studies: John Leggott Sixth Form College and Sir William Borlase’s Grammar School)
- provide a supportive learning environment for students to support diverse needs and different learning styles. Formative assessment and regular progress reviews can help here (case study: Loreto Sixth Form College)
- provide enrichment opportunities that extend or develop particular aspects of the course, or build on students’ personal experiences and enjoyment of psychology (for example visiting speakers, involvement in local projects, links with local university departments)
- ensure that information and guidance are available about employment opportunities, career prospects and progression to higher education
- provide opportunities for the professional development of staff – including updating and refreshment in the subject, exchanges with other schools and colleges, and training or development in pedagogical matters.
Implementing teaching and learning
Effective teaching and learning is most likely to take place when staff are confident about the purpose and character of psychology teaching in the school, and each teacher feels committed and competent to work as a professional within a well-managed team. Each teacher will have a certain amount of professional freedom and flexibility but some common principles are that teachers should:
- share a common view about the methodologies and styles of teaching and learning to be developed. The specifications are all underpinned by a commitment to enquiry-based teaching and learning, though the precise interpretation of enquiry varies. Each psychology department needs to identify this and to clarify its own approach (case study: Loreto Sixth Form College)
- ensure that students are provided with a range of opportunities across the learning continuum from teacher-directed to more open-ended student-directed work. In particular there should be encouragement of independent learning (case study: Sir William Borlase’s Grammar School)
- provide opportunities for students to extend and develop ICT skills and make appropriate use of the extensive range of resources on the internet (case study: John Leggott Sixth Form College)
- promote teaching and learning activities which help students to develop skills, intellect and values – for example by focusing on thinking skills, on critical evaluation of sources and viewpoints, and on issues which pose moral dilemmas and require a judgement or a decision (case studies: John Leggott Sixth Form College and Sir William Borlase’s Grammar School)
- plan fieldwork or out-of-school activities as an essential and integral component of the curriculum. Such activities enrich students’ learning and add insights from real-world experience
- ensure that students appreciate how important investigative practical work and its analysis and evaluation are to psychology
- allow space and time for the unexpected, so that topical events or local issues, significant news items or students’ personal activities can be used to motivate students and/or reinforce aspects of scientific learning.
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Page updated: 12 June 2008