Version 2
This version confirms that there will be
no further January assessments.
GCE
Examinations from 2009
First AS Award: Summer 2009
First A Level Award: Summer 2010
Psychology
GCE AS/A PSYCHOLOGY 1
Contents
WJEC AS GCE in Psychology
WJEC A Level GCE in Psychology
First AS Award - Summer 2009
First A level Award - Summer 2010
Page
Entry Codes and Availability of Units
2
Summary of Assessment
3
Introduction
5
Aims
8
Assessment Objectives
9
Specification Content
11
Scheme of Assessment
19
Key Skills
22
Performance Descriptions
23
GCE AS/A PSYCHOLOGY 2
GCE Psychology
Subject/Option Entry Codes
Advanced Subsidiary (AS) "Cash in" entry
Advanced Level (A)"Cash in" entry
PY1 : Approaches in Psychology
2331
3331
1331
PY2 : Psychology: Core studies and Applied
Research Methods
1332
PY3 : Psychology: Research Methods and Issues in
Research
1333
PY4 : Psychology: Controversies, Topics and
Applications
1334
When making entries, the following option codes should be entered after
the four digit unit or cash-in code to indicate English medium or Welsh
medium entries:
English medium 01
Welsh medium
W1
Availability of Assessment Units
Unit
January
2009
June
2009
June
2010 & each
subsequent
year
PY1





PY2
PY3

PY4

Qualification Accreditation Numbers
Advanced Subsidiary: 500/2914/9
Advanced: 500/2611/2
GCE AS/A PSYCHOLOGY 3
SUMMARY OF ASSESSMENT
This specification is divided into a total of four units, 2 AS units and 2 A level units.
Weightings noted below are expressed in terms of the full A level qualification. Marks are
given as raw and uniform marks (UMS).
AS (2 units)
PY 1
20% 1 hour 15 minutes Written Paper 60 marks (80 UMS)
Approaches in Psychology
Candidates answer five compulsory questions based on Approaches in
Psychology.
PY 2
30% 1¾ hours Written Paper 90 marks (120 UMS)
Psychology: Core Studies and Applied Research Methods
Section A and Section B questions are based on the Core Studies and
candidates answer three compulsory questions in each section. Section C is
based on Research Methods and candidates answer one question from a
choice of two.
A LEVEL (the above plus a further 2 units)
PY 3
20% 1½ hours Written Paper 80 marks (80 UMS)
Psychology: Research Methods and Issues in Research
There are three Sections. Sections A and B contain questions which
are compulsory. In each Section there are a number of short answer
questions, based on research material which is given at the start of
each Section.
Section C (Issues for research in psychology): candidates must
answer two short essays from a choice of three.
PY 4
30% 2½ hours Written Paper 100 marks (120 UMS)
Psychology: Controversies, Topics and Applications
Section A (Controversies): candidates must answer one question from
a choice of two.
Section B (Topics) and Section C (Applications): candidates must
answer one question from each Section and one additional question.
GCE AS/A PSYCHOLOGY 5
PSYCHOLOGY
1
INTRODUCTION
1. 1
Criteria for AS and A Level GCE
This specification has been designed to meet the general criteria for GCE Advanced
Subsidiary (AS) and A level (A) and the subject criteria for AS/A Psychology as
issued by the regulators. The qualifications will comply with the grading, awarding
and certification requirements of the Code of Practice for 'general' qualifications
(including GCE).
The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The A
level qualification will be reported on a six-grade scale of A*, A, B, C, D, E. The
award of A* at A level will provide recognition of the additional demands presented by
the A2 units in term of 'stretch and challenge' and 'synoptic' requirements.
Candidates who fail to reach the minimum standard for grade E are recorded as U
(unclassified), and do not receive a certificate. The level of demand of the AS
examination is that expected of candidates half way through a full A level course.
The AS assessment units will have equal weighting with the second half of the
qualification (A2) when these are aggregated to produce the A level award. AS
consists of two assessment units, referred to in this specification as PY 1 and PY 2.
A2 also consists of two units and these are referred to as PY 3 and PY 4.
Assessment units may be retaken prior to certification for the AS or A level
qualifications, in which case the better result will be used for the qualification award.
Individual assessment unit results, prior to certification for a qualification, have a
shelf-life limited only by the shelf-life of the specification.
The specification and assessment materials are available in English and Welsh.
1.2
Prior learning
There is no specific requirement for prior learning: although some candidates will
have already gained knowledge and understanding of relevant areas through their
study of Psychology at GCSE, it is expected that for the majority this will be a new
subject area. It is desirable for candidates to have achieved Grades A-C in GCSE, or
the equivalent, in English and Mathematics before beginning this specification,
although no formal qualification is required. This specification may be followed by
any candidate, irrespective of their age, gender, ethnic, religious or cultural
background.
This specification is not age specific and, as such, provides
opportunities for candidates to extend life-long learning.
1.3
Progression
The four part structure of this specification (2 units for AS, and an additional 2 for the
full A level) allows for both staged and end-of-course assessment and thus allows
candidates to defer decisions about progression from AS to the full A level
qualification.
GCE AS/A PSYCHOLOGY 6
This specification provides a suitable foundation for the study of Psychology or a
related area through a range of higher education courses (e.g. in Psychology or
related medical and social science programmes); progression to the next level of
vocational qualifications (e.g. in the areas of caring, sports management or media);
or direct entry into employment. In addition, the specification provides a coherent,
satisfying and worthwhile course of study for candidates who do not progress to
further study in this subject.
1.4 Rationale
This specification provides a basis for the study of Psychology and related subjects,
including work in the health and care sectors, sports management, media and
business studies and has been designed to provide a suitable foundation for the
study of Psychology or a related area of study at further or higher education and/or
preparation for future employment. Examples of related areas of study in further or
higher education can include degrees e.g. in Psychology, education, teaching and or
diplomas/certificates in health, care, counselling, and sports studies.
All assessment units require the candidate to exhibit essential skills developed
through Psychology, i.e. the ability to identify, understand and evaluate key critical
concepts and issues from psychological theory and methodology. The structure of
the specification draws together different elements of the subject and contributes to
the provision of Psychology at a national level.
This specification:

Serves as a discrete full two-year or one year A level course, or as the first
half of a full A level course (AS).

Builds upon the knowledge, understanding and skills specified in the GCSE
criteria for Psychology

Is of interest to a wide range of students; for example, candidates may be
mature students returning to study.

Promotes progression through the AS and A Level and provides a suitable
foundation for the study of Psychology, or a related area of study, at further or
higher education and/or preparation for future employment and the world of
work.

Encourages candidates to develop skills of analysis, evaluation and research
as well as the ability of critical thinking in terms of the applications of
Psychology to cultural, social and contemporary issues.

Develops an understanding of different areas of Psychology as well as the
inter-relationship between Psychology, Science and other related disciplines.

Provides opportunities for candidates to consider ethical issues in
Psychology, including the ethical implications of psychological research.

Provides opportunities for candidates to develop key skills in the areas of
Communication, Application of Number and Information Technology. General
and specific advice about the development of key skills through this
specification is given in the Appendix.

Is available through the medium of Welsh and English.
GCE AS/A PSYCHOLOGY 7
1.5
The Wider Curriculum
Psychology is a subject that by its nature requires candidates to consider individual,
moral, ethical, social, cultural and contemporary issues. The specification provides a
framework for exploration of such issues and includes specific content through which
individual courses may address these issues. For example, the applications of
Psychology require consideration of such issues. In addition, candidates are
required to demonstrate an understanding of ethical issues in relation to carrying out
research, and an understanding of controversies that relate to cultural and gender
biases.
1.6
Prohibited combinations and overlap
Every specification is assigned a national classification code indicating the subject
area to which it belongs. Centres should be aware that candidates who enter for
more than one GCE qualification with the same classification code will only have one
grade (the highest) counted for the purpose of the School and College Performance
Tables. The classification code for this specification is 4850.
This specification does not overlap significantly with any other, although there will be
elements of overlap, for example, with Physical Education and Health and Social
Care. There are no prohibited combinations.
1.7
Equality and Fair Assessment
AS/A levels often require assessment of a broad range of competences. This is
because they are general qualifications and, as such, prepare candidates for a wide
range of occupations and higher level courses.
The revised AS/A level qualification and subject criteria were reviewed to identify
whether any of the competences required by the subject presented a potential barrier
to any disabled candidates. If this was the case, the situation was reviewed again to
ensure that such competences were included only where essential to the subject.
The findings of this process were discussed with disability groups and with disabled
people.
Reasonable adjustments are made for disabled candidates in order to enable them to
access the assessments. For this reason, very few candidates will have a complete
barrier to any part of the assessment. Information on reasonable adjustments is
found in the Joint Council for Qualifications document Regulations and Guidance
Relating to Candidates who are eligible for Adjustments in Examinations. This
document is available on the JCQ website (www.jcq.org.uk).
Candidates who are still unable to access a significant part of the assessment, even
after exploring all possibilities through reasonable adjustments, may still be able to
receive an award. They would be given a grade on the parts of the assessment they
have taken and there would be an indication on their certificate that not all of the
competences have been addressed. This will be kept under review and may be
amended in future.
GCE AS/A PSYCHOLOGY 8
2
AIMS
2.1
AS and A Level
AS and A level specifications in Psychology should encourage candidates to:

understand the scientific nature of Psychology;

acquire knowledge and a critical understanding of psychological theories,
approaches, concepts, core studies and methods;

acquire and develop skills of analysis, interpretation and evaluation;

understand psychological methodology and a range of research methods
(both quantitative and qualitative);

develop an understanding of different areas and applications of Psychology;

design and report psychological investigations, and analyse and interpret
data;

appreciate the significance of ethical issues in Psychology;

develop skills that enhance the ability to participate more effectively in adult
life.
2.2
A Level
In addition, the A level specification in Psychology should enable candidates to:

demonstrate a deeper understanding
perspectives, applications and methods;

explore in some depth the relationship between psychological knowledge,
theories and methodology and their relationship to social, cultural, and ethical
issues;

develop a deeper knowledge and understanding of analysis, interpretation
and evaluation.

develop essential knowledge and understanding of different areas of the
subject and how they relate to each other
of
psychological
principles,
GCE AS/A PSYCHOLOGY 9
3
ASSESSMENT OBJECTIVES
Candidates must meet the following assessment objectives in the context of the
content detailed in Section 4 of the specification:
AO1 Knowledge and understanding of science and How science works

Knowledge and understanding of psychological theories, terminology,
concepts, studies and methods in all of the following areas of Psychology:
cognitive, social, developmental, individual differences and biological.

Communication of this knowledge and understanding of Psychology in a clear
and effective manner. Quality of written communication is explicitly assessed
in Units that require extended writing.

In addition A level candidates should be able to show :
a further development of knowledge and understanding of psychological
principles, perspectives and applications from at least two of the core areas:
cognitive, social development, individual differences and biological.
AO2 Application of knowledge and understanding of science and How
science works

Analysis and evaluation of psychological theories, concepts, studies and
methods in at least two of the areas of Psychology (cognitive, social,
developmental, individual differences and physiological Psychology).

In addition A level candidates should be able to:
analyse and evaluate Psychology principles, perspectives and applications in
relation to research issues, debates and controversies in Psychology.
AO3 How science works - Psychology

Designing, conducting and reporting psychological investigation(s); choosing
from a range of methods; and taking into account the issues of reliability,
validity and ethics.

draw conclusion from data with precision and accuracy.

analyse, interpret, explain and evaluate the methodology, results and impact
of investigative activities in a variety of ways.

In addition A level candidates should be able to:
design investigations and draw valid conclusions from them; analyse data
including the use of inferential statistics; and understand the scientific
nature of Psychology.
GCE AS/A PSYCHOLOGY 10
Weightings
Assessment objective weightings are shown below as % of the full A level, with AS
weightings in brackets.
Unit Weighting
PY 1
%
AO1%
AO2%
AO3%
20 (40)
8 (16)
8 (16)
4(8)
PY 2
PY 3
30 (60)
12 (24)
12 (24)
6(12)
20
4.5
6.1
13.6
PY 4
30
100
10
32.7
15.8
40
4.5
27.3
Total
GCE AS/A PSYCHOLOGY 11
4
SPECIFICATION CONTENT
AS
The specification is intended to provide all candidates (regardless of whether they
intend to progress to A level) with a sound overview of the nature of Psychology and
psychological enquiry. Through the 2 units which make up the AS specification,
candidates will be introduced to major Approaches in Psychology, Core Studies, and
Applied Research Methods. The AS specification is based upon the principle of
creating an initial understanding of the role of Psychology and its scientific nature as
well as the development of critical and analytical skills.
Through the study of the Approaches, Core Studies and Applied Research Methods,
candidates will gain insight into the advantages and disadvantages of different
methods of investigation in relation to the subject under investigation. Candidates
also need to be aware of sources of bias in research, focusing particularly on cultural,
gender and ethical issues.
Therefore the AS specification is intended to bring both breadth and depth to the
candidate's study of Psychology.
Candidates will cover core areas of Psychology through two units:
Unit PY 1 - Approaches in Psychology
Unit PY 2 - Psychology: Core Studies and Applied Research Methods
GCE AS/A PSYCHOLOGY 12
UNIT PY 1 – APPROACHES IN PSYCHOLOGY
Four major psychological approaches form the basis of this Unit: the Biological
(Physiological/Medical) approach, the Psychodynamic approach, the Behaviourist
approach, and the Cognitive approach.
For each of these approaches it will be necessary to focus upon:






the main assumptions of each approach
how each approach can be applied in one form of therapy;
how each approach can be applied to one theory;
the strengths and weaknesses of each approach;
the four approaches in terms of similarities and/or differences (compare and
contrast);
an explanation and evaluation of the methodology of each approach.
Candidates will be expected to demonstrate knowledge and understanding of how
each approach has been applied to a theory and a therapy. Candidates should also
be able to assess critically each approach in terms of its strengths and weaknesses,
and in terms of similarities and/or differences with other approaches. In addition, it
will be necessary to explain and evaluate the methodology of each approach.
The theories and therapies relevant to each approach are set out in the table below:
Theory
Selye's General Adaptation
Syndrome
Social Learning Theory of
Aggression
Freud's theory of personality
development
Attribution theory
Approach
BIOLOGICAL
BEHAVIOURIST
PSYCHODYNAMIC
COGNITIVE
Therapy
Psychosurgery or
Chemotherapy
Aversion Therapy or
Systematic Desensitisation
Dream analysis or Free
Association
Cognitive Behavioural
Therapy or Rational
emotive therapy
GCE AS/A PSYCHOLOGY 13
UNIT PY 2 – PSYCHOLOGY: CORE STUDIES AND APPLIED
RESEARCH METHODS
The core theme for this unit is psychological research. It is designed to encourage
candidates to explore the nature and practice of psychological enquiry. The unit comprises
two parts: the Core Studies and Applied Research Methods.
Core Studies
The ten Core Studies cover research drawn from the main areas of Psychology. The focus
for the Core Studies is for candidates to be able to demonstrate knowledge and
understanding of psychological research, reflecting the diversity of psychological enquiry.
Candidates will also be expected to be able to assess critically each of the Core Studies in
terms of its methodology and in terms of complemetary/alternative research findings.
The selection of studies will be changed in future years.
The following table illustrates how the Core Studies cover the main areas of Psychology:
Social, Physiological, Cognitive, Developmental Psychology and Individual Differences. It is
necessary to note, of course, that some of the Core Studies could be considered to be
relevant to more than one of these areas.
SOCIAL
Asch
(1955)
Milgram
(1963)
PHYSIOLOGICAL
Rahe et al (1970)
Bennett-Levy and
Marteau (1984)
COGNITIVE
Gardner &
Gardner (1969)
Loftus & Palmer
(1974)
DEVELOPMENTAL
Langer and Rodin
(1976)
Gibson & Walk
(1960)
INDIVIDUAL
DIFFERENCES
Buss (1989)
Rosenhan
(1973)
For each Core Study, candidates should be able to describe:



Aims and Context
Procedures
Findings and conclusions
For each core study, candidates must be able to evaluate:


The methodology used in the core study
The findings/conclusions in comparison with complementary/alternative
research findings
The Core Studies, which are supported in Teacher Guidance, and by online materials
(NGfL Cymru) are:
Asch, S.E. (1955) 'Opinions and Social Pressure', Scientific American, 193, p31-35.
Bennett-Levy, J. and Marteau, T. (1984) 'Fear of Animals: what is prepared?' British
Journal of Psychology 75, pp.37-42.
Buss, D. (1989) 'Sex differences in human mate preferences', Behavioural and Brain
Sciences, 12, pp.1-49.
Gardner, B.T. and Gardner, R.A. (1969) 'Teaching Sign Language to a Chimpanzee',
Science, 165, pp.664-72.
Gibson, E.J. and Walk, P.D. (1960) ‘'The Visual Cliff'’, Scientific American, 202,
pp.64-71.
GCE AS/A PSYCHOLOGY 14
Langer, E.J. and Rodin, J. (1976) 'The effects of choice and enhanced personal
responsibility for the aged: A field experiment in an institutional setting', Journal of
Personality and Social Psychology 134, 191-198.
Loftus, E.F. and Palmer, J.C. (1974) 'Reconstruction of Automobile Destruction: An
Example of the Interaction Between Language and Memory', Journal of Verbal
Learning and Verbal Behaviour, 13,pp.585-9.
Milgram, S. (1963) 'Behavioural study of obedience', Journal of Abnormal and Social
Psychology, 67, pp.371-8.
Rahe, R.H., Mahan, J. and Arthur, R. (1970) 'Prediction of near-future health change
from subjects’ preceding life changes', Journal of Psychosomatic Research, 14,
pp.401-6.
Rosenhan, D.L. (1973) 'On Being Sane in Insane Places', Science, 179,pp.250-8.
Applied Research Methods
The focus of this section is for candidates to apply their knowledge of research
methods to a novel situation.
Candidates should be able to:
 Define and offer advantages and disadvantages of qualitative and quantitative
research methods including laboratory experiments, field experiments, natural
experiments, correlations, observations, questionnaires, interviews and case
studies.
 Issues of reliability and ways of ensuring reliability (split-half, test-retest, interrater).
 Issues of validity (experimental and ecological) and ways of ensuring validity
(content, concurrent, construct).
 Ethical issues relating to research including a lack of informed consent, the use of
deception, a lack of the right to withdraw from the investigation, a lack of
confidentiality, a failure to protect participants from physical and psychological
harm.
 Define and offer advantages and disadvantages of different sampling methods
including opportunity, quota, random, self-selected (volunteer), stratified and
systematic.
 Define and offer advantages and disadvantages, and draw conclusions from the
following ways of describing data, including:
- Development of a coding system
- Content analysis
- Categorisation
- Mean
- Scattergraphs
- Median
- Bar charts
- Mode
- Histograms
- Range
N.B. Knowledge acquired for this Unit is also relevant in Unit PY3 of the A2.
A Level
Unit PY 3 and PY 4 make up the A2 specification. The full A level award includes
both the Advanced Subsidiary (AS) and the A2. Therefore the full A level
consolidates the candidates' understanding of Psychology as the scientific study of
behaviour and experience. In addition, the full A level requires candidates to
consider individual, moral, ethical, social, cultural and contemporary issues.
A level candidates will be expected to develop a deeper understanding and more
critical awareness of the concepts, theories, principles, perspectives, research
methods, issues in research and applications in Psychology. This is done explicitly in
those parts of Unit PY 3 and Unit PY 4 where the synoptic assessment takes place.
GCE AS/A PSYCHOLOGY 15
UNIT PY 3 – PSYCHOLOGY: RESEARCH METHODS AND ISSUES
IN RESEARCH
This Unit develops the candidate’s knowledge, application and evaluation of research
methods acquired in PY2.
The Unit assesses the candidate's knowledge,
understanding and evaluation of research methods, data analysis and issues in
research. This includes the consideration of scientific and ethical issues in the
design and implementation of an investigation.
Candidates should apply and evaluate the following, using relevant key psychological
terms:
Research Methods

Aims and hypotheses (directional, non-directional and null hypotheses)

Design issues relating to specific research methods, and their relative
strengths and weaknesses

Operationalisation of independent variables, dependent variables and covariables

Ways of overcoming confounding variables

Ethical issues and ways of overcoming these issues

Procedures, including sampling and choice of apparatus

Appropriate selection of descriptive and inferential statistics for analysis of
data

Levels of significance

Levels of measurement which include, nominal level, ordinal level, interval
and ratio level.

Statistical tests including Chi-squared Test, Sign Test, Mann Whitney U Test,
Wilcoxon Matched Pairs Signed Ranks Test, and Spearman’s Rank Order
Correlation Coefficient.

Issues relating to findings and conclusion, including reliability and validity
Issues in Research

The advantages of the use of the scientific method in psychology

The disadvantages of the use of the scientific method in psychology

Ethical issues in the use of human participants in research in psychology

Ways of dealing with ethical issues when using human participants in
research in psychology

Ethical issues in the use of non-human animals in research in psychology

Ethical issues arising from two applications of psychology in the real world
(e.g. advertising, military)
GCE AS/A PSYCHOLOGY 16
UNIT PY 4 – PSYCHOLOGY: CONTROVERSIES, TOPICS AND
APPLICATIONS
This unit tests the ability of candidates to describe and evaluate understanding of
Controversies, Topics and Applications in Psychology. There are three sections in
this written paper.
In what follows the term ‘including’ indicates material which must be covered.
Whereas the term ‘e.g.’ indicates examples of content which may be chosen among
other examples that may also be relevant.
Section A: Controversies
Candidates develop a synoptic understanding by consolidating knowledge drawn
from earlier study and applying it to wider controversies and issues in Psychology
that derive from the content of How Science Works (AO3). Specifically, all of these
issues address the tentative nature of knowledge in psychology. Candidates should
analyse and interpret evidence in order to demonstrate that they can resolve
conflicting evidence. The use of appropriate terminology is also assessed.
There are six controversial issues:






The status of psychology as a science
The balance of scientific benefits measured against ethical costs in psychology
The balance of genetic and environmental influences on human behaviour
Issues of cultural bias in psychology
Issues of gender bias in psychology
The question of free will and determinism in respect of human behaviour
Section B: Topics
The focus within these topics is for candidates to be able to describe, analyse and
evaluate, as appropriate, theories/explanations, research methods, findings,
conclusions, usefulness and impact on society.
1.
Memory
 Multi-store model of memory (e.g. Atkinson & Shiffrin).
 Alternatives to the Multi-store model of memory (e.g. Levels of
processing, Craik & Lockhart; Working Memory Model, Baddeley).
 The role of emotion in memory (e.g. flashbulb memories, repression,
depressive state).
 Explanations of forgetting (e.g. decay, displacement, context dependency,
interference).
 Explanations for disorders of memory (e.g. Amnesia, Alzheimer’s
disease).
2.
Relationships
 Explanations relating to the formation of relationships (e.g. sociobiological
explanations, attraction, social exchange).
 Explanations relating to the dissolution of relationships (e.g. Lee’s model,
Duck’s phase model, predisposing factors).
 Benefits of relationships on psychological well-being (e.g. self-esteem,
buffering effects from stress).
 Research relating to understudied relationships (e.g. homosexual
relationships, mediated relationships).
 Cultural variations in relationships (e.g. intra and inter-cultural variations).
GCE AS/A PSYCHOLOGY 17
3.
Intelligence
 Theories of cognitive development (e.g. Piaget and Vygotsky’s theories).
 Theories of the nature of intelligence (e.g. Spearman’s two-factor theory,
Thurstone’s multifactor theory, Gardner’s multiple intelligences,
Sternberg’s triarchic theory).
 Issues relating to the measurement of intelligence (e.g. uses and
limitations of IQ testing).
 The role of genetic factors in the development of intelligence (e.g. twin
studies, family studies, adoption studies, genome research).
 The role of environmental factors in the development of intelligence (e.g.
pre and post-natal factors, cultural and sub-cultural factors).
4.
Adolescence and Adulthood
 Lifespan theories of development (e.g. Erikson’s ‘Eight ages of man;
Levinson’s ‘Seasons of a man’s life; Gould’s ‘Evolution of adult
consciousness’).
 Explanations of Adolescent Identity (e.g. Blos’ psychoanalytic theory;
Erikson’s theory of psychosocial development; Marcia’s theory).
 Conflict during Adolescence including storm and stress and alternative
views.
 Effects of events during Middle adulthood (e.g. marriage, parenthood,
divorce).
 Effects of events during Late adulthood (e.g. retirement, adjustment to old
age, bereavement).
5.
Levels of consciousness
 Theories of Hypnosis including state and non-state explanations.
 The Nature of dreams (e.g. Freud’s psychoanalytic theory, lucid
dreaming, nightmares).
 Theories of sleep (e.g. restoration and ecological/evolutionary
explanations).
 The role of endogenous and exogenous factors in bodily rhythms (e.g.
circadian, infradian, ultradian rhythms and disruption of these rhythms).
 Explanations for disorders of sleep (e.g. narcolepsy, insomnia,
hypersomnia).
Section C: Applications
Candidates are expected to be able to describe and evaluate, as appropriate,
theories/explanations, research methods, findings, conclusions, usefulness and
impact on society.
1.
Health Psychology
 Theories of addiction including biological and social/psychological
explanations.
 Treatment of addiction (e.g. biological and social/psychological
treatments).
 Management of Stress including physiologically based and
psychologically based techniques.
 Issues in health promotion (e.g. the health belief model, theory of
reasoned action, health education programmes).
 Factors affecting health behaviour (e.g. personality type, age, social
class).
GCE AS/A PSYCHOLOGY 18
2.
Educational Psychology
 Behaviourist learning theory applied to education including classical and
operant conditioning.
 Cognitive developmental theories applied to education (e.g. Piaget,
Vygotsky and Bruner).
 Individual differences in learning styles (e.g. Curry’s Onion model and
Grasha’s Six learning styles and gender and cultural differences).
 Motivating factors in the classroom (e.g. teaching styles, attribution
theory, Maslow’s Hierarchy of needs).
 Special Educational Needs including the assessment, categorisation and
strategies for education of at least one Special Educational need (e.g.
dyslexia, autism).
3.
Forensic Psychology
 Approaches to profiling (e.g. the US ‘Top down’ approach, the British
‘Bottom-up’ approach and geographical profiling).
 Decision-making of juries (e.g. minority influence, majority influence and
characteristics of the defendant).
 Theories of crime (biological social and psychological).
 Factors affecting the accuracy of eyewitness testimony (e.g.
reconstructive memory, face recognition, attributional biases, the role of
emotion).
 Treatment and punishment of crime (e.g. cognitive therapies, behavioural
therapies and zero tolerance).
4.
Sport Psychology
 Improving motivation in sport (e.g. explanations of motivation and ways of
improving motivation).
 Internal factors affecting sporting performance (e.g. arousal, anxiety,
attribution theory).
 External factors affecting sporting performance (e.g. team membership,
audience effects).
 Effects of exercise on well-being (e.g. effects of physical and mental
health).
 Theories of aggression in sport (e.g. frustration-aggression hypothesis,
ethological theory, social-learning theory).
5.
Abnormal Psychology
 Issues of bias in diagnostic systems (e.g. culture and gender).
 Aetiologies of Schizophrenia including physiological and psychological
explanations.
 Two treatments for Schizophrenia (e.g. chemotherapy, behavioural
therapies, cognitive therapies, humanistic therapies).
 Aetiologies of Unipolar Depression including physiological and
psychological explanations.
 Two treatments for Unipolar Depression (e.g. behavioural therapies,
cognitive therapies, humanistic therapies).
GCE AS/A PSYCHOLOGY 19
5
SCHEME OF ASSESSMENT
AS and A level qualifications are available to candidates following this specification.
AS
The AS is the first half of an A level course. It will contribute 50% of the total A level
marks. Candidates must complete the following two units in order to gain an AS
qualification.
Weighting
Within AS
Weighting
Within A level
PY 1
Approaches in Psychology
40%
20%
PY 2
Psychology: Core Studies and
Applied Research Methods
60%
30%
PY 1:
Written Paper (1 hour 15 minutes)
There are five compulsory questions.
The first two questions assess the A01 skill; questions 3 and 4 assess the A02 skill and
question 5 assesses the A03 skill.
All questions have equal weighting in terms of marks and time should be divided
equally between all the questions.
PY 2:
Written Paper (1 hour 45 minutes)
Section A: Three compulsory questions that assess the A01 skill.
Section B: Three compulsory questions that assess the A02 skill.
Section C: One question from a choice of two testing A03.
All questions have equal weighting in Sections A and B and time should be allocated
appropriately.
Candidates are advised to spend approx. 20 minutes on Section C.
A Level
The A level specification consists of two parts: Part 1 (AS) and Part 2 (A2).
Part 1 (AS) may be taken separately and added to A2 at a further examination sitting to
achieve an A level qualification, or alternatively, both the AS and A2 may be taken at
the same sitting.
Candidates must complete the AS units outlined above plus a further two units to
complete A level Psychology. The A2 units will contribute 50% of the total A level
marks.
Weighting
within A2
Weighting
within A level
PY 3*
Psychology: Research Methods
and Issues in Research
40%
20%
PY 4*
Psychology: Controversies,
Topics and Applications
60%
30%
*Includes synoptic assessment
GCE AS/A PSYCHOLOGY 20
PY 3: Written Paper (1 hour 30 minutes)
There are three Sections in this written paper. Sections A and B contain a series of
compulsory questions. Each Section starts with the reading of some research
material, and the questions that follow are short answer ones that develop from the
research material.
Candidates are advised to spend at least 5 minutes reading and understanding the
research material at the start of Sections A and B before starting to answer the
questions. The time spent on each question is determined by the number of marks
allocated.
Section C requires two short essays from a choice of three. These essays test the
AO3 skill and are worth 15 marks each.
The paper as a whole tests all three skills. The weighting of each skill is:
 AO1 - 25% (20 marks);
 AO2 - 25% (20 marks);
 AO3 - 50% (40 marks).
PY 4:
Written Paper (2 hours 30 minutes)
Four questions in total are to be answered in this written paper.
Section A assesses AO1, AO2 and AO3 and candidates answer one question from a
choice of two.
Section B and Section C assess the AO1 and A02 skills and require one question to
be answered from each Section and one additional question.
Section A: Controversies. One question will be chosen from a choice of two
Section B: Topics. One question will be set on each of the five options.
Section C: Applications. One question will be set on each of the options.
.Each question has an equal weighting (25 marks) and it is advised that candidates
spend 35 minutes on each question.
Synoptic Assessment
Synoptic assessment, testing candidates' understanding of the connections between
the different elements of the subject and their holistic understanding of the subject, is
a requirement of all A level specifications. In the context of Psychology this means
that candidates will have an understanding and critical appreciation of the breadth of
theoretical and methodological approaches in Psychology. Specifically candidates
will need to:


understand the links between different approaches and perspectives in
Psychology, and/or psychological applications;
appreciate the appropriateness of different methodologies in Psychology to the
investigation of issues and problems.
Synopticity, as defined above, is embedded within both Units 3 and 4, where
candidates will draw upon their prior study of theory and research at AS level to
inform the application of research methods, issues in research, and to enable critical
discussion of the Controversies, Topics, and Applications in Psychology.
GCE AS/A PSYCHOLOGY 21
Quality of Written Communication
Candidates will be required to demonstrate through the A01 skill their competence in
written communication in all assessment units where they are required to produce
extended written material: Unit 1, Unit 2, and Unit 4. Mark schemes for these units
include the following specific criteria for the assessment of written communication.
 legibility of text; accuracy of spelling, punctuation and grammar; clarity of
meaning;
 selection of a form and style of writing appropriate to purpose and to complexity
of subject matter;
 organisation of information clearly and coherently; use of specialist vocabulary
where appropriate.
Awarding, Reporting and Re-sitting
The overall grades for the GCE AS qualification will be recorded as a grade on a
scale from A to E. The overall grades for the GCE A level qualification will be
recorded on a grade scale from A* to E. Results not attaining the minimum standard
for the award of a grade will be reported as U (Unclassified). Individual unit results
and the overall subject award will be expressed as a uniform mark on a scale
common to all GCE qualifications (see table below). The grade equivalence will be
reported as a lower case letter ((a) to (e)) on results slips, but not on certificates:
Max.
UMS
A
B
C
D
E
Units 1 and 3
(weighting 20%)
80
64
56
48
40
32
Units 2 and 4
(weighting 30 %)
120
96
84
72
60
48
AS Qualification
200
160
140
120
100
80
A Qualification
400
320
280
240
200
160
At A level, Grade A* will be awarded to candidates who have achieved a Grade A in
the overall A level qualification and 90% of the total uniform marks for the A2 units.
Candidates may re-sit units prior to certification for the qualification, with the best of
the results achieved contributing to the qualification. Individual unit results, prior to
certification of the qualification, have a shelf-life limited only by the shelf-life of the
specification.
GCE AS/A PSYCHOLOGY 22
6
KEY SKILLS
Key Skills are integral to the study of AS/A level Psychology and may be assessed
through the course content and the related scheme of assessment as defined in the
specification. The following key skills can be developed through this specification at
level 3:






Communication
Application of Number
Problem Solving
Information and Communication Technology
Working with Others
Improving Own Learning and Performance
Mapping of opportunities for the development of these skills against Key Skills
evidence requirement is provided in 'Exemplification of Key Skills for Psychology’
available on the WJEC website.
GCE AS/A PSYCHOLOGY 23
7
PERFORMANCE DESCRIPTIONS
INTRODUCTION
Performance descriptions have been created for all GCE subjects. They describe
the learning outcomes and levels of attainment likely to be demonstrated by a
representative candidate performing at the A/B and E/U boundaries for AS and A2.
In practice most candidates will show uneven profiles across the attainments listed,
with strengths in some areas compensating in the award process for weaknesses or
omissions elsewhere. Performance descriptions illustrate expectations at the A/B
and E/U boundaries of the AS and A2 as a whole; they have not been written at unit
level.
Grade A/B and E/U boundaries should be set using professional judgement. The
judgement should reflect the quality of candidates' work, informed by the available
technical and statistical evidence. Performance descriptions are designed to assist
examiners in exercising their professional judgement. They should be interpreted
and applied in the context of individual specifications and their associated units.
However, performance descriptions are not designed to define the content of
specifications and units.
The requirements for all AS and A level specifications to assess candidates' quality
of written communication will be met through one or more of the assessment
objectives.
The performance descriptions have been produced by the regulatory authorities in
collaboration with the awarding bodies.
GCE AS and A PSYCHOLOGY 24
AS performance descriptions for psychology
Assessment objective 1
Assessment objective 2
Assessment objective 3
Assessment
objectives
Knowledge and understanding of science and
of How science works
Candidates should be able to:

recognise, recall and show understanding of
scientific knowledge

select, organise and communicate relevant
information in a variety of forms.
Application of knowledge and understanding
of science and of How science works
Candidates should be able to:

analyse and evaluate scientific knowledge
and processes

apply scientific knowledge and processes to
unfamiliar situations including those related
to issues

assess the validity, reliability and credibility
of scientific information.
How science works
Candidates should be able to:

demonstrate and describe ethical, safe and
skilful practical techniques and processes,
selecting appropriate qualitative and
quantitative methods

make, record and communicate reliable and
valid observations and measurements with
appropriate precision and accuracy

analyse, interpret, explain and evaluate the
methodology, results and impact of their own
and others’ experimental and investigative
activities in a variety of ways.
A/B
boundary
performance
descriptions
Candidates characteristically:

demonstrate relevant, accurate and detailed
knowledge of a range of psychological
concepts, theories, studies, research
methods, applications, principles and
perspectives from the AS specification

show understanding of most principles and
concepts from the AS specification

select relevant information from the AS
specification

organise and present information clearly,
using psychological terminology in
appropriate contexts
Candidates characteristically:
a) apply principles and concepts in familiar and
new contexts involving only a few steps in
the argument
b) engage with the issue, using relevant
analysis and evaluation of psychological
theories, concepts, studies and research
methods
c) describe significant trends and patterns
shown by data presented in tabular or
graphical form and interpret phenomena with
few errors and present arguments and
evaluations clearly
d) comment critically on statements,
conclusions or data
e) successfully translate data presented as
prose, diagrams, drawings, tables or graphs
from one form to another.
Candidates characteristically:
a) show sound knowledge and understanding of
the principles of research design
b) comment effectively on strengths, limitations
and ethical issues in research design
c) interpret and draw appropriate conclusions
from data.
GCE AS and A PSYCHOLOGY 25
E/U
boundary
performance
descriptions
Candidates characteristically:
a) demonstrate basic knowledge of theories,
concepts, studies and research methods
from the AS specification
b) show basic understanding of some relevant
information
c) present information, using basic
psychological terminology from the AS
specification terminology.
Candidates characteristically:
a) apply a given principle to material presented
in familiar or closely related contexts
involving only a few steps in the argument
b) make some attempt to focus on the issue,
showing a rudimentary analysis and
evaluation of psychological theories,
concepts, studies and research methods
c) describe some trends or patterns shown by
data presented in tabular or graphical form
d) when directed, identify inconsistencies in
conclusions or data
e) successfully translate data from one form to
another in some contexts.
Candidates characteristically:
a) show basic knowledge and understanding of
the principles of research design
b) comment on strengths, limitations and ethical
issues in research design
c) interpret or draw conclusions from data.
GCE AS and A PSYCHOLOGY 26
A2 performance descriptions for psychology
Assessment objective 1
AO1:
Assessment
Knowledge and understanding of science and
objectives
of How science works
Candidates should be able to:

recognise, recall and show understanding of
scientific knowledge

select, organise and communicate relevant
information in a variety of forms.
Assessment objective 2
Assessment objective 3
Application of knowledge and understanding
of science and of How science works
Candidates should be able to:

analyse and evaluate scientific knowledge
and processes

apply scientific knowledge and processes to
unfamiliar situations including those related
to issues

assess the validity, reliability and credibility of
scientific information.
How science works
Candidates should be able to:

demonstrate and describe ethical, safe and
skilful practical techniques and processes,
selecting appropriate qualitative and
quantitative methods

make, record and communicate reliable and
valid observations and measurements with
appropriate precision and accuracy

analyse, interpret, explain and evaluate the
methodology, results and impact of their own
and others’ experimental and investigative
activities in a variety of ways.
A/B
boundary
performance
descriptions
Candidates characteristically:
a) apply principles and concepts in familiar and
new contexts involving several steps in the
argument
b) directly address the issue, showing effective
analysis and evaluation when considering
psychological concepts, theories, studies,
research methods, applications, principles
and perspectives
c) describe significant trends and patterns
shown by complex data presented in tabular
or graphical form, interpret phenomena with
few errors and present arguments and
evaluations clearly
d) critically evaluate statements, conclusions or
data
e) successfully translate data presented as
prose, diagrams, drawings, tables or graphs
from one form to another.
f) select a wide range of facts, principles and
concepts from both AS and A2 specifications
g) link together appropriate facts principles and
concepts from different areas of the
specification.
Candidates characteristically:
a) show sound knowledge and understanding of
the principles of research and design
b) give clearly reasoned justification for design
decisions
c) comment effectively on strengths, limitations
and ethical issues in research design
d) comment effectively on the issues of the
reliability and validity of data
e) interpret and draw appropriate conclusions
from data.
Candidates characteristically:
a) demonstrate relevant, accurate and detailed
knowledge of a range of psychological
concepts, theories, studies, research
methods, applications, principles and
perspectives from the A2 specification
b) show understanding of most principles and
concepts from the A2 specification
c) select relevant information from the A2
specification
d) organise and present information clearly,
using psychological terminology in
appropriate contexts.
GCE AS and A PSYCHOLOGY 27
E/U
boundary
performance
descriptions
Candidates characteristically:
a) demonstrate basic knowledge of appropriate
psychological concepts, theories, studies,
research methods, applications, principles
and perspectives from the A2 specification
b) show understanding of some principles from
the A2 specification
c) select some relevant information from the A2
specification
d) present information using some
psychological terminology from the A2
specification.
GCE Psychology Specification (2009-2010)/JD
31-03-14 ED
Candidates characteristically:
a) apply given principles or concepts in familiar
and new contexts involving a few steps in the
argument
b) partially address the issue, showing basic
analysis and evaluation of psychological
concepts, theories, studies, research
methods, applications, principles and
perspectives
c) describe, and provide a limited explanation
of, trends or patterns shown by complex data
presented in tabular or graphical form
d) when directed, identify inconsistencies in
conclusions or data
e) successfully translate data from one form to
another in some contexts
f) select some facts, principles and concepts
from both AS and A2 specifications
g) put together some facts, principles and
concepts from different areas of the
specification.
Candidates characteristically:
a) show basic knowledge and understanding of
the principles of research design
b) justify some design decisions
c) comment on strengths, limitations and ethical
issues in research design
d) comment on the reliability or validity of data
e) interpret or draw conclusions from data.