Description

ABOUT THIS COURSE

This new course will demonstrate how to guide your best students to achieve Grades A & A* in future Pearson A-level Psychology examinations. The course will explore the characteristics of A/A* students identified in research and why and how we have to challenge our most able psychology students.

Focused extensively on evidence-based teaching, learning and assessment practice as well as feedback from the most recent exams, you will leave with a vast range of resources and practical strategies that will enable you to meet the needs of your most able students and ultimately increase A and A* grade attainment.

Finally, we will look beyond the course to focus on preparing these students to continue studying psychology at university.

BENEFITS OF ATTENDING

• Increase awareness of what teacher should aim to achieve with the most able Psychologists
• Gain the latest evidence-based practice that challenges A/A* students
• Develop greater understanding of what examiners are looking for in Grade A/A* responses
• Take away a range of innovative teaching ideas and electronic resources for your most able students
• Learn how to develop resilience so that talented psychology students achieve their A/A* potential
• Focused on identifying the demands of Grades A & A* and providing materials to help teachers prepare students effectively
• A detailed look at the different demands of questions

PROGRAMME

Challenging our most able students

10.00 – 10.45am

• Who are our most able students?
• Why do we have to challenge our most able students?
• Essential and desirable skills required

Break

10.45 – 11.00am

Focus on assessment demands for A/A* students

11.00 – 12.00pm

• Developing effective strategies for ensuring independent learning in students to help reduce dependency and avoid a culture of spoon feeding
• Examine the assessment demands of all components including the use of assessment objectives as a framework for assessment
• Analysis of mark schemes – which sections/questions differentiated candidates?
• Avoiding potential hazards: what can cost a top student their A/A* grade?

The key challenges for A/A* students in Paper 1 , 2 and 3

12.00 – 1.00pm

• Embedding research methods throughout the course to access higher marks
• Developing a personalised approach to note taking to support recall
• Developing confidence levels to go beyond the textbook
• How to make nuanced judgements and reaching balanced conclusions to hit the top band
• Focusing on ‘complex tasks’ rather than ‘difficult tasks’ to achieve the A*
• How to expand your students learning rather than just accelerate it

Lunch

1.00 – 2.00pm

Stretching and Challenging the most able students

2.00 – 3.00pm

• What makes a strong A-Level response? How can we build up to this?
• Common factors and successful strategies amongst A* / A grade students
• Effective questioning in the classroom
• Making connections to develop synoptic thinking
• Synoptic thinking at AS to help achieve the A* at A Level
• Extra-curricular ideas that help get A and A* grades

Afternoon Break

3.00 – 3.10pm

Tactics for achieving the highest grades

3.10 – 3.40pm

• Develop an action plan for success for students aiming for top grades
• The shorter questions: what are the potential pitfalls?
• Focus on the extended questions and essays: what does a grade A/A* candidate need to do?
• Varying response practice to stretch the most able
• Revision ideas to help students produce high quality responses

Depart

3.40pm