GCSE Psychology Spec-2012

Speci cation
Edexcel GCSE in Psychology (2PS01)

For rst certi cation 2014
Issue 2
Pearson Education Ltd is one of the UKs largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE examinations. Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners. This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Martin Stretton Prepared by Matthew Gregory Publications Code UG030072 All the material in this publication is copyright Pearson Education Limited 2012
Introduction
The Edexcel GCSE in Psychology is designed for use in schools and colleges. It is part of a suite of GCSE qualifications offered by Edexcel.
About this specification

To provide a course of learning that is relevant and stimulating for students.
This specification has been developed following consultation with teachers, students and stakeholders. It has been designed so that students can study subjects relevant to society today, whilst enabling them to develop an understanding of key psychological concepts.
To provide a specification that is clear and coherent, addressing psychological concepts and
contexts. This specification is structured to be clear and accessible for teaching and learning. The focus is on the process of psychology and its application in todays world. The units contain key psychological questions with key terms, practical aspects including the research of psychologists and the research students can undertake, and the relevance of issues to the world.
To provide opportunities for students to understand underpinning methodologies and how

psychology works. Through this specification, students develop understanding of the key underpinning methodology in psychology and how psychology works when considered in practical terms. Students are encouraged to carry out practical work to develop a working understanding of how psychologists carry out research. The relevance of the specification topics to society today is emphasised throughout.
To provide an introduction to the key concepts and contexts of psychology enabling

progression to the Advanced Subsidiary GCE in Psychology. This GCSE develops student knowledge and understanding through a context-based approach enabling them to progress to GCE AS where they will develop their knowledge and understanding of concepts.
Key subject aims

Provides a course of learning that is relevant and stimulating for students and may be
included within the Key Stage 4 science curriculum.
Provides an opportunity, in the context of real-life issues for students to appreciate

psychological concepts and contexts.
Allows students to understand the methodologies and the basis of how psychology works. Supports progression to GCE A Level Psychology and complements other Level 2
and 3 social science courses.
Edexcel GCSE in Psychology
Specification Issue 2
Pearson Education Limited 2012
Contents
Specification at a glance 4 6
6 6 9 10 11 17 19
Qualification content
Rationale Knowledge, skills and understanding List of unit contents Unit 1 Perception and Dreaming
Detailed unit content Unit 2 Social and Biological Psychological Debates
Detailed unit content
Assessment
Assessment summary Assessment Objectives and weightings Relationship of Assessment Objectives to units Entering your students for assessment Student entry Forbidden combinations and classification code Access arrangements and special requirements Equality Act 2010 Assessing your students Awarding and reporting Unit results Qualification results Re-taking of qualifications Language of assessment Quality of written communication Stretch and challenge Malpractice and plagiarism Health and safety
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27 28 28 28 28 29 29 29 30 30 30 31 31 31 32 32 32 32
Specification Issue 2 Pearson Education Limited 2012
Contents
Student recruitment Progression Grade descriptions 32 33 34
Resources, support and training

Edexcel resources Edexcel publications Endorsed resources Edexcel support services Training
35
35 35 35 36 37
D Appendices
Appendix 1 Key skills Appendix 2 Wider curriculum Appendix 3 Codes Appendix 4 Clarification of Assessment Objectives
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39 40 41 42
Specification at a glance
The Edexcel GCSE in Psychology qualification comprises two units.
Unit 1
Perception and Dreaming
*Unit code: 5PS01

40% of the total
Externally assessed Availability: June series

Overview of content Topic A: How do we see our world?
This topic focuses on perception and illusions, drawing on biological and cognitive psychology. Topic B: Is dreaming meaningful? This topic addresses Freuds dream theory and the theory of activation synthesis. Overview of assessment
Assessed through an external examination. The paper consists of multiple-choice and short-answer questions, and lasts 1 hour and 15
minutes.
There are 60 marks in the examination and the result contributes 40% of the total grade for the
full GCSE.
Specification at a glance
Unit 2
Social and Biological Psychological Debates
*Unit code: 5PS02

60% of the total
Externally assessed Availability: June series

Overview of content Topic C: Do TV and video games affect young peoples behaviour? This topic covers causes of aggression including psychological and social causes. Topic D: Why do we have phobias?
This topic considers social learning, conditioning and evolutionary causes of phobias. Topic E: Are criminals born or made? This topic considers proposed biological and social causes of criminality. Overview of assessment
Assessed through an external examination. The paper consists of multiple choice questions, short answers and some extended writing and
lasts 1 hour and 45 minutes.
full GCSE.
* See Appendix 3 for description of this code and all other codes relevant to this qualification.
A Qualification content
Rationale
This specification has been designed to draw on five topics selected for their coverage of the GCSE Psychology subject criteria. The topics derive from extensive consultation with students, teachers and subject experts. The topics are phrased as key questions and, through the qualification content structure, students are encouraged to answer these questions from a psychological perspective. All topics ask students to explore and investigate the question and consider why psychology matters. Interpretation, evaluation and analysis of psychology are therefore embedded throughout the topics and the specification helps students to explain, theorise and model in psychology. The five topics are all key contemporary debates in society today and include relevant and contemporary scientific research. The topics provide a platform to explore current debates such as naturenurture, ethical issues and comparisons to see how psychology has developed over time and differs between various cultures. There is a deliberate focus on what psychologists do and the specification enables students to consider the implications of psychology for society.
Knowledge, skills and understanding

The General Certificate in Secondary Education is part of the Level 1 and 2 provision. This specification is based on the GCSE Subject Criteria for Psychology which are prescribed by the regulatory authorities and are mandatory for all awarding bodies.
Subject content
The content of GCSE specifications in psychology must reflect the learning outcomes. All specifications should include a rationale that clearly reflects the approach taken within the specification. This approach should include an emphasis on one or more of the following:
the implications of psychology for society explaining, theorising and modelling in psychology procedural knowledge of ethical practice in psychology.
Qualification content A
Aims and learning outcomes

GCSE specifications in psychology must encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to gain an insight into related sectors, such as science. They should encourage students to develop a personal interest and enthusiasm for psychology and prepare them to make informed decisions about further learning opportunities and career choices. This GCSE specification in psychology enables students to:
engage in the process of psychological enquiry to develop as effective

and independent students, and as critical and reflective thinkers with enquiring minds
develop an awareness of why psychology matters acquire knowledge and understanding of how psychology works and its
essential role in society
develop an understanding of the relationship between psychology and

social, cultural, scientific and contemporary issues, and its impact on everyday life
develop an understanding of ethical issues in psychology develop an understanding of the contribution of psychology to
individual, social and cultural diversity
develop a critical approach to scientific evidence and methods.
Develop knowledge, understanding and skills

This Edexcel GCSE specification requires students to develop knowledge, understanding and skills in the following contexts:
Core areas of psychology: biological, social, cognitive, developmental

and individual differences.
Application of psychology: the use of psychology to explain and

influence everyday behaviour and experience, within appropriate, relevant, contemporary contexts.
Demonstrate knowledge, understanding and skills

This Edexcel GCSE specification requires students to demonstrate knowledge, understanding and skills in the following areas: Data, theories and explanations:
collection of data from secondary sources, including the consideration

of validity and reliability of evidence
analysis and evaluation of qualitative and quantitative data interpretation of data to provide evidence for testing ideas and
developing theories
explanations of behaviour by developing and using scientific theories

and models. Investigation and enquiry:
planning to conduct a psychological investigation and structure a

hypothesis
evaluating design and ethical implications of psychological enquiry.

Evaluative and interpretative skills:
recalling, analysing, interpreting, applying and questioning information

or ideas
presenting information, developing arguments and drawing

conclusions, using psychological concepts, terminology and conventions. Applications and implications of psychology:
the use of contemporary psychological developments and their benefits

and drawbacks
how psychological knowledge and ideas change over time appreciation of the implications of culture in psychological enquiry relationship of psychological study to other areas of scientific enquiry
and society as a whole.
List of unit contents

Content is divided into two units. The units are divided into topic areas. The key questions in the topics focus on the process of psychology in context.
Unit 1
Perception and Dreaming How do we see our world? Is dreaming meaningful?
10 11 14 17 19 22 25
Topic A Topic B Unit 2
Social and Biological Psychological Debates Do TV and video games affect young peoples behaviour? Why do we have phobias? Are criminals born or made?
Topic C Topic D Topic E
Unit 1
Unit 1
Perception and Dreaming
Content overview
Topic A: How do we see our world? This topic focuses on perception and illusions, drawing on biological and cognitive psychology. Topic B: Is dreaming meaningful? This topic addresses Freuds dream theory and the theory of activation synthesis.
Assessment overview
Assessed through an external examination. The paper consists of multiple-choice and short-answer questions, and
There are 60 marks in the examination and the result contributes 40%
of the total grade for the full GCSE.
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Unit 1
Detailed unit content Topic A

1.
How do we see our world?

Explaining the question: How do we see our world?
Students will be assessed on their understanding of: a the biological structures involved in perception: including the role of i ii b c d the eye (retina, rods, cones, optic nerve, blind spot) the brain (-optic chiasma, visual cortex)
cues to depth: superimposition, relative size, linear perspective, stereopsis, texture gradient, height in the plane; and size constancy Gestalt laws: figure-ground, continuity, proximity, similarity, closure visual illusions: fictions (colour after-effects and illusory contours), ambiguous figures (Necker cube and Leepers lady), distortions (Muller-Lyer and Ponzo) explanations of illusions (Gestalt theory and Gregorys work on perspective theory), including evaluation of each the influence of schemas on how we interpret our world and evaluation of such influence drawing on Palmer (1975), Bartlett (1932) and Carmichael, Hogan and Walter (1932).
e f
Note: In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 1
2.
Investigating the question: Laboratory experiments
Students will be assessed on their understanding of: a the following terms, and their use when referring to methodology: i ii iii iv v vi independent variable dependent variable experimental hypothesis experimental (participant) design: repeated measures and independent groups descriptive statistics (mean, median, mode, range)
vii bar chart viii control of variables ix x informed consent right to withdraw
In the examination, students could be asked to design an experiment from stimulus material, drawing on the terms above. b c d the ethical issues in laboratory experiments of informed consent and the right to withdraw, and how these may be dealt with the laboratory experiment as a research method including evaluation the aims, procedure, and findings (results and/or conclusions) and evaluation of i ii iii Palmer (1975) The effects of contextual scenes on the identification of objects Bartlett (1932) War of the Ghosts Carmichael, Hogan and Walter (1932) An experimental study of the effect of language on the reproduction of visually perceived forms.
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Unit 1
3.
Why psychology matters
Students will be assessed on their understanding of: a how eyewitness memory can be influenced by schemas drawing on two studies; and the importance of these influences for society and/ or the individual.
Note: In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 1
Topic B
1.
Is dreaming meaningful?
Explaining the question: Is dreaming meaningful?
Students will be assessed on their understanding of: a Freuds (1900) dream theory including the concepts of manifest content, latent content and dreamwork (displacement, condensation and secondary elaboration), and their evaluation of the theory the basic structure and function of a neuron: axon, impulse, neurotransmitter, synaptic transmission Hobson and McCarleys (1977) activation-synthesis model including the concepts of random activation, sensory blockade and movement inhibition explanations of dreaming offered by Freud, and Hobson and McCarley, by comparing and evaluating them.
b c
In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 1
2.
Investigating the question: Case studies
Students will be assessed on their understanding of: a the following terms, and their use when referring to methodology i ii iii iv v vi aim case study qualitative data quantitative data privacy confidentiality
vii generalisability viii reliability ix subjectivity and objectivity
Students could be asked to design a study from stimulus material, drawing on the terms above. b the ethical issues in case studies of humans of privacy and confidentiality and how they can be dealt with. (NB: The ethics of animal studies are discussed in Topic D.) the case study as a research method including evaluation the dream analysis of Little Hans in Freud (1909) Analysis of a phobia of a five-year old boy including evaluation of dream analysis as a research method.
c d
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Unit 1
3.
Students will be assessed on their understanding of: a the role of the psychoanalyst including: i ii iii iv v vi b who they might work for what they do skills required qualifications required accreditation status how they might use dream analysis to help someone.
how psychological sleep disorders (including REM sleep disorder) are treated at a sleep disorder clinic. Note: In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 2
Unit 2
Content overview
Topic C: Do TV and video games affect young peoples behaviour? This topic covers the causes of aggression including biological and social learning causes. Topic D: Why do we have phobias? This topic considers social learning, conditioning and evolutionary causes of phobias. Topic E: Are criminals born or made? This topic considers proposed biological and social causes of criminality.
Assessment overview
Assessed through an external examination. The paper consists of multiple choice questions, short answers and
some extended writing and lasts 1 hour and 45 minutes.
There are 90 marks in the examination and the result contributes 60%
to the total grade for the full GCSE.
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Unit 2
Methodological terms
Students will also be assessed on their understanding of the following terms from Unit 1, and their use when referring to methodology: i ii iii iv v vi independent variable dependent variable experimental hypothesis experimental (participant) design: repeated measures and independent groups control of variables qualitative data
vii quantitative data viii generalisability ix x xi reliability subjectivity and objectivity ethical issues from Unit 1.
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Unit 2
Detailed unit content Topic C

1.
Do TV and video games affect young peoples behaviour?

Explaining the question: Do TV and video games affect young peoples behaviour?
Students will be assessed on their understanding of: a causes of aggression including: i ii biological (limbic system and amygdala, hormones) social learning including from TV and video games (Social Learning Theory: role models, vicarious reinforcement, modelling, observational learning, identification)
b c d
biological and social learning explanations of aggression by comparing them, including an evaluation of each the nature-nurture debate in relation to understanding aggression the evidence for individual differences in aggression drawing on Ramirez et al (2001) and Anderson and Dill (2000). In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 2
2.
Investigating the question: content analysis
Students will be assessed on their understanding of: a the following terms, and their use when referring to methodology: i ii iii sampling and generalisability issues in a content analysis identifying categories and tallying reliability of content analysis
In examination, students could be asked to design a content analysis from stimulus material, drawing on the terms above. b c the ethical issue of protection of participants and how this may be dealt with the aims, procedures and findings (results and/or conclusions) and evaluation of i ii iii Anderson and Dill (2000) Video games and aggressive thoughts, feelings and behaviour in the laboratory and in life Ramirez et al (2001) Cultural and sex differences in aggression Charlton et al (2000) Childrens playground behaviour across five years of broadcast television: a naturalistic study in a remote community Williams (1981) How and what do children learn from television.
iv
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Unit 2
3.
Students will be assessed on their understanding of: a the effects of television on aggression using the findings (results and/or conclusions) of Charlton et als (2000) study and Williams (1981) study; including comparing them the role of an educational psychologist including: i ii iii iv v vi who they might work for what they do skills required qualifications required chartered status what they might do to help a child with anger management problems.
In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
4.
Exploring the question further
Students will be assessed on their understanding of: a the role and effectiveness of censorship including; i ii the role of the 9 pm watershed arguments for and against censorship.
In the examination, students may be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 2
Topic D
1.
Why do we have phobias?

Explaining the question: Why do we have phobias?
Students will be assessed on their understanding of: a causes of phobias including: i ii iii b the evolutionary explanation of preparedness Social Learning Theory (modelling and vicarious reinforcement) classical/Pavlovian conditioning (association and generalisation)
the nature-nurture debate in relation to understanding phobias. In the examination, students could be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
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Unit 2
2.
Investigating the question: questionnaires
Students will be assessed on their understanding of: a the following terms and their use when referring to methodology: i ii iii iv v vi questionnaire open-ended and closed questions rank scales (eg Likert style questions) standardised instructions response bias social desirability.
In the examination, students could be asked to design a questionnaire from stimulus material, drawing on the terms above. b c d e questionnaires as a research method including evaluation ethical issues of laboratory experiments using animals including social isolation, number and choice of species practical issues of laboratory experiments using animals including three practical issues the aims, procedures and findings (results and/or conclusions) and evaluation of i ii Cover-Jones (1924) The case of Little Peter Bennett-Levy and Marteau (1984) Fear of animals. What is prepared?
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Unit 2
3.
Students will be assessed on their understanding of: a b flooding and systematic desensitisation as therapies used to treat phobias the ethics of flooding and systematic desensitisation as therapies used to treat phobias, including the guidelines of distress and right to withdraw the role of a clinical psychologist including: i ii iii iv v vi who they might work for what they do skills required qualifications required chartered status what they might do to help a person with phobias.
4.
Exploring the question further
Students will be assessed on their understanding of: a cultural issues in the development of phobias using Heinrichs et al, (2005) Cultural differences in perceived social norms and social anxiety.
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Unit 2
Topic E
1.
Are criminals born or made?

Explaining the question: Are criminals born or made?
Students will be assessed on their understanding of: a causes of criminal behaviour including: i ii b c biological explanations of criminality (genetics, XYY chromosome abnormality, twin studies) social explanations of criminality (family patterns, childrearing strategies, self-fulfilling prophecy)
biological and social explanations of criminality, by comparing them the nature-nurture debate in relation to an individuals tendency toward criminality. Note: In the examination, students may be asked to demonstrate their understanding of stimulus material drawing on key terms and explanations.
2.
Investigating the question
Students will be assessed on their understanding of: a the aim, procedure and findings (results and/or conclusions) and evaluation of i Sigall and Ostrove (1975) Beautiful but dangerous: Effects of offender attractiveness and nature of the crime on juridic judgments Madon et al (2004) Self-fulfilling prophecies: the synergistic accumulative effect of parents beliefs on childrens drinking behavior Theilgaard (1984) A psychological study of the personalities of XYY- and XXY
ii
iii b
the ethical and practical problems associated with biological and social research into criminality, and the gathering of information from convicted offenders.
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Unit 2
3.
Students will be assessed on their understanding of: a b c the purpose, process and effectiveness of offender profiling as a method used to help catch criminals the use of offender profiling in the case of John Duffy (David Canter) the role of a forensic psychologist including i ii iii iv v vi who they might work for what they do skills required qualifications required chartered status how they might help to treat offenders.
4.
Exploring it further
Students will be assessed on their understanding of: a the effects of race, accent and appearance/attractiveness on jury decision making.
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B Assessment
Assessment summary
Unit 1 is externally assessed through a 1 hour and 15-minute paper. Unit 2 is externally assessed through a 1 hour and 45-minute paper.
Summary of table of assessment Unit 1 Perception and Dreaming Unit code: 5PS01
Overview of assessment
Assessed through an external examination. The paper consists of multiple-choice and short-answer questions and lasts 1 hour and 15
minutes.
full GCSE.
The first examination will be in 2014 and will be available in each June series thereafter.
Unit 2
Unit code: 5PS02
Overview of assessment:
Assessed through an external examination. The paper consists of multiple choice questions, short answers and some extended writing and
full GCSE.
The first examination will be in 2014 and will be available in each June series thereafter.
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B Assessment
Assessment Objectives and weightings

(see Appendix 4 for Clarification of Assessment Objectives) % in GCSE AO1: Recall, select and communicate their knowledge and understanding of psychology and how psychology works AO2: Apply skills, knowledge and understanding of psychology and how psychology works AO3: Interpret, evaluate and analyse psychological data and practice TOTAL 3034% 3438% 3034% 100%
Relationship of Assessment Objectives to units

Unit number Assessment objective AO1 Unit 1 Unit 2 Total for GCSE 1315% 1719% 3034% AO2 1113% 2325% 3438% AO3 1315% 1719% 3034% Total for AO1, AO2 and AO3 40% 60% 100%
Entering your students for assessment

Student entry
From summer 2014 onwards students will be required to sit all their examinations at the end of the course. Details of how to enter students for this qualification can be found in Edexcels UK Information Manual, a copy is sent to all examinations officers. The information can also be found on the Edexcel website: www.edexcel.com
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Assessment B
Forbidden combinations and classification code

Centres should be aware that students who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the school and college performance tables. Students should be advised that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if students take two GCSE specifications that have different classification codes but have significant overlap of content. Students who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.
Access arrangements and special requirements

Edexcels policy on access arrangements and special considerations for GCE, GCSE and Entry Level is designed to ensure equal access to qualifications for all students (in compliance with the Equality Act 2010) without compromising the assessment of skills, knowledge, understanding or competence. Please see the Edexcel website (www.edexcel.com) for:
the JCQ policy Access Arrangements, Reasonable Adjustments and

Special Consideration
the forms to submit for requests for access arrangements and special
considerations
dates for submission of the forms.

Requests for access arrangements and special considerations must be addressed to: Special Requirements Edexcel One90 High Holborn London WC1V 7BH
Equality Act 2010

Please see the Edexcel website (www.edexcel.com) for information relating to the Equality Act 2010.
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B Assessment
Assessing your students

The assessment opportunity for all units of this qualification will take place in the June series for the lifetime of the specification.
Unit Unit 1 Unit 2 June 2014 June 2015
Awarding and reporting

The grading, awarding and certification of this qualification will comply with the requirements of the current GCSE/GCE Code of Practice, which is published by the Office of Qualifications and Examinations Regulation (Ofqual). The GCSE qualification will be graded and certificated on an eight-grade scale from A* to G. Individual unit results will be reported. The first certification opportunity for the Edexcel GCSE in Psychology will be in 2014. Students whose level of achievement is below the minimum judged by Edexcel to be of sufficient standard to be recorded on a certificate will receive an unclassified U result.
Unit results
The minimum uniform marks required for each grade for each unit.
Unit 1
Unit grade Maximum uniform mark = 80 *A 72 A 64 B 56 C 48 D 40 E 32 F 24 G 16
Students who do not achieve the standard required for a grade G will receive a uniform mark in the range 015.
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Assessment B
Unit 2
Unit grade Maximum uniform mark = 120 *A 108 A 96 B 84 C 72 D 60 E 48 F 36 G 24
Qualification results
The minimum uniform marks required for each grade:
GCSE in Psychology
Qualification grade Maximum uniform mark = 200 *A 180 A 160
Cash-in code: 2PS01

B 140 C 120 D 100 E 80 F 60 G 40
Re-taking of qualifications
Students wishing to re-take a GCSE are required to re-take all the units in the qualification.
Language of assessment
Assessment of this specification will be available in English only. Assessment materials will be published in English only and all work submitted for examination and moderation must be produced in English.
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B Assessment
Quality of written communication

Students will be assessed on their ability to:
write legibly, with accurate use of spelling, grammar and punctuation

in order to make meaning clear
select and use a form and style of writing appropriate to purpose and
complex subject matter
organise relevant information clearly and coherently, using specialist

vocabulary when appropriate.
Stretch and challenge

Students can be stretched and challenged in all units through the use of different assessment strategies, for example:
by using a variety of stems in questions for example analyse,

evaluate, discuss, compare
by ensuring connectivity between sections of questions through a requirement for extended writing by use of a wider range of question types to address different skills
for example open-ended questions, case studies.
Malpractice and plagiarism

For up-to-date advice on malpractice and plagiarism, please refer to the Joint Council for Qualifications Suspected Malpractice in Examinations: Policies and Procedures document on the JCQ website www.jcq.org.uk.
Health and safety

Whilst practical work is not mandatory for this GCSE, attention is drawn to the need for safe practice when students are engaged in practical work. It is the responsibility of centres to carry out risk assessments for all activities that they undertake with their students.
Student recruitment
Edexcels access policy concerning recruitment to our qualifications is that:
they must be available to anyone who is capable of reaching the

required standard
they must be free from barriers that restrict access and progression equal opportunities exist for all students.
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Assessment B
Progression
Students could progress to the following:
GCE AS Levels including Psychology vocationally-related qualifications such as 1419 Diplomas or BTEC
Nationals in subjects such as health and social care, sport, business and media.
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B Assessment
Grade descriptions
Candidates recall, select and communicate relevant knowledge to produce substantiated analyses and explanations of a variety of structures, models or processes of psychology, including contemporary contexts. They show precise understanding of, and apply accurately, appropriate concepts, terms and theories. They analyse links between structures, processes and issues. They recognise and explain appropriate issues or debates, and substantiate these with evidence and reach valid conclusions. They identify and use appropriate methods, sources, information and data for a particular purpose and justify their selection. They interpret information and data presented in a variety of forms, critically evaluate its relevance in relation to the arguments and reach substantiated conclusions. They use concepts, terminology and conventions accurately and appropriately. Candidates recall, select and communicate knowledge to describe and give a partial analysis of a variety of structures, models or processes of psychology, including contemporary contexts. They show understanding of, and apply a variety of, concepts, terms and theories. They recognise and describe relevant issues or debates and select appropriate arguments in relation to the issues, theories and evidence. They make straightforward links between structures, processes and issues. They use a range of methods, sources, information and data to find out about issues or topics and can indicate why they were chosen. They handle and evaluate information and data to make reasonable judgements, and present plausible conclusions that are supported by relevant evidence. They use concepts, terminology and conventions appropriately. Candidates recall and recognise some structures, models or processes outlined in the specification and give a partial description of them. They show a basic understanding of, and apply in a superficial way, a few concepts, terms and theories. They recognise and describe relevant issues or debates. They use a limited range of methods, sources, information and data uncritically and in a simple manner to find out about issues or topics. They demonstrate a limited ability to interpret information, make judgements and reach conclusions.
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C Resources, support and training

Edexcel resources
The resources from Edexcel provide you and your students with comprehensive support for our GCSE in psychology qualification. These materials have been developed by subject experts to ensure that you and your department have appropriate resources to deliver the specification.
Edexcel publications
You can order further copies of the specification and sample assessment materials (SAMs) documents from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Telephone: Fax: Email: Website: 01623 467467 01623 450481 [email protected] www.edexcel.com
Endorsed resources
Edexcel also endorses some additional materials written to support this qualification. Any resources bearing the Edexcel logo have been through a quality assurance process to ensure complete and accurate support for the specification. For up-to-date information about endorsed resources, please visit www.edexcel.com/endorsed. Please note that while resources are checked at the time of publication, materials may be withdrawn from circulation and website locations may change.
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C Resources, support and training
Edexcel support services

Edexcel has a wide range of support services to help you implement this qualification successfully. ResultsPlus ResultsPlus is an application launched by Edexcel to help subject teachers, senior management teams and students by providing detailed analysis of examination performance. Reports that compare performance between subjects, classes, your centre and similar centres can be generated in one-click. Skills maps that show performance according to the specification topic being tested are available for some subjects. For further information about which subjects will be analysed through ResultsPlus, and for information on how to access and use the service, please visit www.edexcel.com/resultsplus. Ask the Expert To make it easier for you to raise a query with us online, we have merged our Ask Edexcel and Ask the Expert services. There is now one easy-to-use web query form that will allow you to ask any question about the delivery or teaching of Edexcel qualifications. Youll get a personal response, from one of our administrative or teaching experts, sent to the email address you provide. Were always looking to improve the quantity and quality of information in our FAQ database, so youll be able to find answers to many questions you might have by searching before you submit the question to us. You can access this service at www.edexcel.com/ask. Support for Students Learning flourishes when students take an active interest in their education; when they have all the information they need to make the right decisions about their futures. With the help of feedback from students and their teachers, weve developed a website for students that will help them:
Understand subject specifications Access past papers and mark schemes Find out how to get exams remarked Learn about other students experiences at university, on their travels
and entering the workplace Were committed to regularly updating and improving our online services for students. The most valuable service we can provide is helping schools and colleges unlock the potential of their learners. www.edexcel.com/students
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Resources, support and training C
Training
A programme of professional development and training courses, covering various aspects of the specification and examination, will be arranged by Edexcel each year on a regional basis. Full details can be obtained from: Training from Edexcel Edexcel One90 High Holborn London WC1V 7BH Telephone: Email: Website: 0844 576 0027 [email protected] www.edexcel.com
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D Appendices
Appendix 1 Key skills Appendix 2 Wider curriculum Appendix 3 Codes Appendix 4 Clarification of Assessment Objectives 39 40 41 42
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Appendix 1
Appendices D
Appendix 1
Signposting
Key skills (Level 2) Application of number N2.1 N2.2 N2.3 Communication C2.1a C2.1b C2.2 C2.3
Key skills
Unit 1 Unit 2
Information and communication technology ICT2.1 ICT2.2 ICT2.3
Improving own learning and performance LP2.1 LP2.2 LP2.3 Problem solving PS2.1 PS2.2 PS2.3 Working with others WO2.1 WO2.2 WO2.3
Development suggestions
Please refer to the Edexcel website for key skills development suggestions.
39
D Appendices
Appendix 2
Appendix 2
Signposting
Issue Spiritual Moral Ethical Social Cultural Citizenship Environmental European initiatives Health and safety
Wider curriculum
Unit 1 Unit 2
Development suggestions
Issue Spiritual Moral Ethical Unit Unit 1 Unit 2 Unit 1 and Unit 2 Opportunities for development or internal assessment Students study aspects of perception and dreaming which may relate to explanations of spiritual phenomena. Students study issues surrounding criminality. Students study issues related to ethics of animal experiments in Unit 1 and the ethics of flooding and systematic desensitisation including the guidelines of distress and right to withdraw in Unit 2. Students study aspects of social learning theory. Students study cultural differences in attitudes to phobias. Students study issues relevant to citizenship. Students study social learning theory which could be used to explain attitudes to the environment. Students study includes research originating in Europe. Students practical work, if undertaken, should be supported in terms of health and safety in both Units 1 and 2.
Social Cultural Citizenship Environmental European initiatives Health and safety
Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 1 and Unit 2
40
Appendix 3
Appendices D
Appendix 3
Type of code National classification codes
Codes
Use of code Every qualification is assigned to a national classification code indicating the subject area to which it belongs. Centres should be aware that students who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the school and college performance tables. Each qualification title is allocated a National Qualifications Framework (NQF) code. The National Qualifications Framework (NQF) code is known as a Qualification Number (QN). This is the code that features in the DfE Section 96, and on the LARA as being eligible for 1618 and 19+ funding, and is to be used for all qualification funding purposes. The QN is the number that will appear on the students final certification documentation. Each unit is assigned a unit code. This unit code is used as an entry code to indicate that a student wishes to take the assessment for that unit. Centres will need to use the entry codes only when entering students for their examination. The cash-in code is used as an entry code to aggregate the students unit scores to obtain the overall grade for the qualification. Centres will need to use the entry codes only when claiming students qualification. The entry codes are used to: Code number 4850
National Qualifications Framework (NQF) codes
The QN for the qualification in this publication is: GCSE 500/4442/4
Unit codes
Unit 1 5PS01 Unit 2 5PS02
Cash-in codes
GCSE 2PS01
Entry codes
enter a student for the assessment of a unit aggregate the students unit scores to obtain the overall grade for the qualification.
Please refer to the Edexcel UK Information Manual, available on the Edexcel website.
41
D Appendices
Appendix 4
Appendix 4
AO1:
Clarification of Assessment Objectives
Recall, select and communicate knowledge and understanding of psychology and how psychology works
Students should be able to:
demonstrate knowledge and understanding of the psychological

models, theories, explanations, concepts and terminology in the specification
show understanding of the relationship of psychological evidence with

explanations and theories
show understanding of how psychological knowledge and ideas change

over time and the evidence for these changes.
AO2: Apply skills, knowledge and understanding of psychology and how psychology works
apply concepts, develop arguments and/or draw conclusions related to

familiar and unfamiliar situations
show understanding and assess applications and uses of psychology

with reference to contemporary situations
evaluate the impact of psychological findings, developments or

processes on individuals and communities.
AO3: Interpret, evaluate and analyse psychological data and practice

plan a psychological investigation testing an idea, answering a

question or solving a problem
show understanding of research methods and methodology in familiar

and unfamiliar situations
evaluate methods and methodology used when collecting primary and

secondary data, including ethical considerations
analyse and interpret qualitative and quantitative data from sources discuss the validity and reliability of data in presenting and justifying
conclusions.
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42
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Speci cation

Edexcel GCSE in Psychology (2PS01)

About this specification

To provide opportunities for students to understand underpinning methodologies and how

To provide an introduction to the key concepts and contexts of psychology enabling

Key subject aims

Provides an opportunity, in the context of real-life issues for students to appreciate

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Detailed unit content Unit 2 Social and Biological Psychological Debates

Detailed unit content

Edexcel GCSE in Psychology

Resources, support and training

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Perception and Dreaming

*Unit code: 5PS01

Externally assessed Availability: June series

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Social and Biological Psychological Debates

*Unit code: 5PS02

Externally assessed Availability: June series

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Knowledge, skills and understanding

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Aims and learning outcomes

engage in the process of psychological enquiry to develop as effective

develop an understanding of the relationship between psychology and

develop a critical approach to scientific evidence and methods.

Develop knowledge, understanding and skills

Core areas of psychology: biological, social, cognitive, developmental

Application of psychology: the use of psychology to explain and

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Demonstrate knowledge, understanding and skills

collection of data from secondary sources, including the consideration

explanations of behaviour by developing and using scientific theories

planning to conduct a psychological investigation and structure a

evaluating design and ethical implications of psychological enquiry.

recalling, analysing, interpreting, applying and questioning information

presenting information, developing arguments and drawing

the use of contemporary psychological developments and their benefits

Edexcel GCSE in Psychology

Pearson Education Limited 2012

List of unit contents

Perception and Dreaming How do we see our world? Is dreaming meaningful?

Topic A Topic B Unit 2

Topic C Topic D Topic E

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Perception and Dreaming

Edexcel GCSE in Psychology

Pearson Education Limited 2012

Detailed unit content Topic A

How do we see our world?

Edexcel GCSE in Psychology

Pearson Education Limited 2012