40%
of the
total AS
marks
20% of
the total
GCE
marks
Content summary:
This unit is designed to introduce the social and cognitive approaches to psychology
through the development of key content areas. The unit is divided into two parts,
Social Psychology: obedience and prejudice and Cognitive Psychology: memory and
forgetting. Within each part, the sections of the unit arise from the content which
includes a selection of basic concepts of the social and the cognitive approaches.
The unit is designed to enable choice within each approach in the selection of a second
key study and a key issue relevant to the approach. Within each approach there is the
requirement for students to conduct a short practical investigation.
Assessment:
Examination paper of 1 hour 20 minutes duration, consisting of a section of objective
test items, a section of short-answer questions and a section of extended writing.
AS Unit 2: Understanding the Individual *Unit code 6PS02
Externally assessed
Availability: June
First assessment: June 2009
60%
of the
total AS
marks
30% of
the total
GCE
marks
Content summary:
This unit is designed to introduce three approaches in psychology; the Psychodynamic
Approach, the Biological Approach and the Learning Approach. This unit aims to develop
students understanding of psychological issues of development, individual difference
and biology through the study of these approaches.
The unit is designed to enable choice within each approach in the selection of a second
key study and a key issue relevant to the approach. Within each approach there is the
requirement for students to conduct a short practical investigation.
Assessment:
Examination paper of 1 hour 40 minutes duration, consisting of a section of objective
test items, a section of short-answer questions and a section of extended writing.
Specifcation at a glance A
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section A 5
A2 Unit 3: Applications of Psychology *Unit code 6PS03
Externally assessed
Availability: January and June
First assessment: January 2010
40%
of the
total A2
marks
20% of
the total
GCE
marks
Content summary:
The aim of this unit is to enable students to study how psychology can be applied to the
real world. Each of the four applications within this unit is related to vocational contexts
in which a psychology graduate (with the appropriate training) may operate. In this
sense, the unit is intended to further contextualise and make real the understanding of
approaches. There is a focus on evaluation, assessment, application and comment as
well as on knowledge.
Students must select two of the following four applications:
criminological psychology
child psychology
health psychology: substance misuse
sport psychology.
Assessment:
Examination paper of 1 hour 30 minutes duration, divided into four options, of which
students must select two. Each option will consist of short-answer questions and a
section of extended writing.
A Specifcation at a glance
Section A Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 6
A2 Unit 4: How Psychology Works *Unit code 6PS04
Externally assessed
Availability: June
First assessment: June 2010
60%
of the
total A2
marks
30% of
the total
GCE
marks
Content summary:
This unit focuses on the debates between approaches within contemporary psychology.
In the clinical psychology section of the unit, students study aspects of clinical
psychology, which include how different approaches in psychology explain and treat
mental health issues.
In the issues and debates section, students will be asked to draw on other areas of the
specifcation in order to understand conceptual and methodological issues. Students will
develop an understanding of how to use theories and evidence from different areas of
psychology and apply them to issues.
Assessment:
Examination paper of 2 hours duration, divided into two sections, one focusing on
clinical psychology, one on issues and debates. Each section will consist of short-answer
questions and a section of extended writing. Students must answer both parts.
* See Appendix 5 for description of this code and all other codes relevant to this qualifcation.
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section 7
B Specifcation overview
Summary of assessment requirements
Unit number
and unit title
Level Assessment information Number of
marks allocated
in the unit
Unit 1: Social
and Cognitive
Psychology
AS The examination paper is of 1 hour 20 minutes duration.
The examination paper will consist of a section of objective
test items, a short-answer section and an extended writing
section.
60 marks
Unit 2:
Understanding
the Individual
AS The examination paper is of 1 hour 40 minutes duration.
The examination paper will consist of a section of objective
test items, a short-answer section and an extended writing
section.
80 marks
Unit 3:
Applications of
Psychology
A2 The examination paper is of 1 hour 30 minutes duration.
The examination is divided into four options. Students must
select two options.
Each option will consist of a short-answer section and an
extended writing section.
60 marks
Unit 4: How
Psychology
Works
A2 The examination paper is of 2 hours duration.
The examination consists of two parts. Students must
answer both parts.
Each section will consist of a short-answer section and an
extended writing section.
90 marks
B Specifcation overview
Section Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 8
Assessment objectives and weightings
% in AS % in A2 % in GCE
AO1
Knowledge and understanding of science and of How
Science Works
Students should be able to:
a recognise, recall and show understanding of scientifc
knowledge
b select, organise and communicate relevant information
in a variety of forms.
35-40% 25-30% 30-35%
AO2
Application of knowledge and understanding of
science and of How Science Works
Students should be able to:
a analyse and evaluate scientifc knowledge and processes
b apply scientifc knowledge and processes to unfamiliar
situations including those related to issues
c assess the validity, reliability and credibility of scientifc
information.
30-35% 43-48% 36.5-41.5%
AO3
How Science Works Psychology
Students should be able to:
a describe ethical, safe and skilful practical techniques
and processes, selecting appropriate qualitative and
quantitative methods.
b know how to make, record and communicate reliable
and valid observations and measurements with
appropriate precision and accuracy, through using
primary and secondary sources.
c analyse, interpret, explain and evaluate the
methodology, results and impact of their own and
others experimental and investigative activities in a
variety of ways.
30-35% 24-29% 27-32%
TOTAL 100% 100% 100%
Specifcation overview B
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section 9
Relationship of assessment objectives to units
Unit number Assessment objective
AO1 AO2 AO3 Total for AO1,
AO2 and AO3
Unit 1 7-8% 6-7% 6-7% 19-22%
Unit 2 10.5-12% 9-10.5% 9-10.5% 28.5-33%
Unit 3 5-6% 8-9% 6-7% 19-22%
Unit 4 7.5-9% 13.5-15% 6-7.5% 27-31.5%
Total for
Advanced GCE
30-35% 36.5-41.5% 27-32% 100%
Qualifcation summary
Subject criteria
The General Certifcate of Education is part of the Level 3 provision.
This specifcation is based on the Advanced Subsidiary GCE and
Advanced GCE Subject Criteria for Psychology; which are prescribed
by the regulatory authorities and are mandatory for all awarding
bodies.
The Edexcel GCE in Psychology has been designed to:
help ensure consistent and comparable standards across the
scope of Edexcel GCE provision
defne the relationship between the Advanced Subsidiary and A2
specifcations, with the Advanced Subsidiary as a subset of the
Advanced GCE level
ensure that the rigour of Advanced GCE level is maintained
help higher education institutions and employers know what has
been studied and assessed.
B Specifcation overview
Section Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 10
Aims
The aims of the Edexcel Advanced Subsidiary and Advanced GCE in
Psychology are to:
develop students interest in, and enthusiasm, for the subject
including developing an interest in progression to higher
education and vocations in psychology
allow students to appreciate the scientifc nature of psychology
and to engage in contemporary debates through an
understanding of research
allow students to develop and demonstrate a deeper appreciation
of the skills, knowledge and understanding of psychology
allow students to develop essential knowledge and understanding
of different areas of the subject and how they relate to each
other.
AS/A2 knowledge
and understanding
This Advanced Subsidiary and Advanced GCE specifcation requires
students to:
recognise, recall and show understanding of psychological
knowledge
select, organise and communicate psychological knowledge in a
variety of forms
analyse and evaluate knowledge and processes
apply psychological approaches to situations
assess the validity and relevance of information.
AS/A2 skills
This Advanced Subsidiary and Advanced GCE specifcation requires
students to:
describe ethical, safe and skilful practical techniques and
processes, understanding qualitative and quantitative methods
analyse, interpret, explain and evaluate the methodology, results
and impact of their own and others activities in a variety of ways.
4 Studies in
detail
a Describe and evaluate two studies in detail. One of the studies
must be Hofing et al (1966) Study of obedience in nurses and
one other study of either obedience or prejudice in the Social
Approach. This must be selected from the following:
Sherif (1954) Robbers Cave experiment
Tajfel et al (1970/71) study of minimal groups
Reicher and Haslam (2006) Rethinking the psychology of
tyranny: The BBC prison study.
6 Evidence of
practice: short
survey
a Devise and conduct one practical to gather data relevant to
topics covered in the Social Approach, which must be a survey
(questionnaire or interview) to gather relevant data. The survey
should gather both qualitative and quantitative data. This
practical must be designed and conducted according to ethical
principles.
Suitable examples:
gender differences in obedience
prejudicial attitudes towards age
in group/out group attitudes.
b Make design decisions in devising an interview schedule/
questionnaire including sampling decisions.
c Collect data and present an analysis of both the qualitative and
quantitative data and draw brief conclusions about the topic from
the analyses.
4 Studies in
detail
a Describe and evaluate in detail Godden and Baddeleys (1975)
study of cue dependent forgetting/memory and one other
study of memory or forgetting in the Cognitive Approach. This
must be selected from the following:
Peterson & Peterson (1959) Suppression of rehearsal and
the role of interference
Craik and Tulving (1975) Levels of processing
Ramponi et al (2004) Levels of processing effects on
involuntary or implicit recall and age.
6 Evidence of
practice: short
experiment
a Devise and conduct one practical, which must be an
experiment, to gather data relevant to a topic covered in the
Cognitive Approach for this course. This experiment must be
designed and conducted according to ethical principles.
Suitable examples:
interference task on short-term memory
levels of processing task
state or context dependency forgetting task.
b Comment on the research design decisions.
c Collect, present and comment on data gathered including using
measures of central tendency (mean, median, mode), measures
of dispersion (at least range), bar graph, histogram, frequency
graph as relevant.
5 Key issue
a Describe one key issue of relevance to todays society and
apply concepts, theories, and/or research (as appropriate) from
the Psychodynamic Approach to explain the issue.
Suitable examples:
effectiveness of psychoanalysis in treating abnormal and
normal clients
debate concerning the issue of false memory and repression
debate concerning relationship of early childhood experience
to later sexual orientation
debate about whether dreams have meaning.
Note: in the examination paper, students may be given stimulus
material from a key issue to explain using concepts, theories
and/or research (as appropriate) from the Psychodynamic
Approach.
6 Evidence of
practice: short
practical
a Devise and conduct one practical, which must be a test of
difference collecting ordinal or interval/ratio data using an
independent groups design.
Suitable examples:
a comparison of test scores from males and females on
verbal ability and spatial ability
comparing left and right handed people with their scores on
tests of different abilities or preferences.
b Carry out a Mann-Whitney test and interpret the fndings
Note: with regard to inferential tests no calculations will have to
be carried out in the examinations and formulae do not have to
be learnt.
c Write up the hypothesis, results and analysis of the study using
an appropriate graph and a table of the results. Draw brief
conclusions, considering issues of validity, reliability, credibility
and generalisability.
6 Evidence of
practice: short
observation
a Carry out an observation using participants either from real life
or using another medium such as television. This practical must
be designed and conducted according to ethical principles.
b The observation must focus on some aspect of learning
theory (such as modelling or reinforcement) and must gather
quantitative data (eg by using tallying) that leads to a
chi-squared (
2
) test.
Suitable examples:
an observation of a nursery setting looking at the frequency
of boys and girls choice of gender-specifc toys
an observation of a television programme or similar media
to record if positive reinforcement leads to the desired
response more often than if there is no reward.
c Analyse the fndings to produce results including using the
chi-squared (
2
) test.
Note: with regard to inferential tests no calculations will have to
be carried out in the examinations and formulae do not have to
be learnt.
d Apply issues of validity, reliability, generalisability and credibility
to their results.
3 Content
a Describe and evaluate two explanations of criminal/antisocial
behaviour from different approaches. One explanation must be
that of social learning theory (the Learning Approach) including
the possible role of the media in modelling antisocial behaviour,
and one other explanation from either:
i one example of how the infuence of personality (eg
Eysenck) explains criminal behaviour (the Biological
Approach)
ii labelling and self-fulflling prophecy (the Social Approach).
b Describe and evaluate three studies into eyewitness testimony
including one laboratory experiment (eg one of Loftuss
laboratory experiments) and one feld study in detail (eg Yuille
& Cutshall (1986) A case study of eyewitness memory of a
crime) and one other.
c Describe and evaluate two ways of treating offenders including
the token economy programme and one other.
Suitable examples:
punishment
anger management
social skills training.
Note: In examination, students may be given stimulus material
about the application and asked to describe and evaluate, drawing
on knowledge of the application and the fve psychological
approaches in AS.
5 Evidence in
practice: short
practical on a
key issue
a Describe one key issue in criminological psychology, using the
content they have studied within the application,
Suitable examples:
the issue of the reliability of eyewitness testimony
the use of offender profling
the debate about whether a criminal is born or made.
And either
b Conduct a content analysis of magazine or newspaper articles
(can include TV or web-based material) concerning the key
issue. Write up the fndings. Draw conclusions about the
fndings, linked to concepts, theories and/or research (as
appropriate) from the topic of relevance.
Or
c Summarise two magazine or newspaper articles (can include TV
or web-based material) concerning a topic covered within this
application. Write up the summaries. Draw conclusions about
the fndings, linked to concepts, theories and/or research (as
appropriate) from the topic of relevance.
Students can conduct either of these activities but must complete
one content analysis and one article analysis with summary across
their two options.
5 Evidence in
practice: short
practical on a
key issue
a Describe one key issue in clinical psychology, using the areas of
study covered within the application
Suitable examples:
understanding a mental health disorder
supporting someone with a mental health disorder in the
home
supporting someone with a mental health disorder in work
the way that mental illness is portrayed in the media.
Additional information
Malpractice and
plagiarism
For up-to-date advice on malpractice and plagiarism, please refer
to the Joint Council for Qualifcations Suspected Malpractice
in Examinations: Policies and Procedures document on the JCQ
website www.jcq.org.uk.
D Assessment and additional information
Section L Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 70
Access
arrangements
and special
requirements
Edexcels policy on access arrangements and special considerations
for GCE, GCSE, and Entry Level aims to enhance access to the
qualifcations for learners with disabilities and other diffculties
(as defned by the Disability Discrimination Act 1995 and the
amendments to the Act) without compromising the assessment of
skills, knowledge, understanding or competence.
Please see the Edexcel website (www.edexcel.com/sfc) for:
the JCQ policy Access Arrangements and Special Considerations,
Regulations and Guidance Relating to Candidates who are
Eligible for Adjustments in Examinations.
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
Disability
Discrimination Act
Please see Appendix 8 for the Advanced GCE in Psychology
Disability Discrimination Act information
Prior learning and
progression
Prior learning
Students who would beneft most from studying a GCE in
Psychology are likely to have a Level 2 qualifcation such as GCSE
English, Mathematics and/or Science at grades A*C or Level 2
vocational qualifcations such as the Level 2 BTEC Firsts in Applied
Science, Health and Social Care or Sport.
Progression
This qualifcation supports progression into further education,
training or employment, such as Honours degrees in psychology
and/or BTEC Higher Nationals.
Combinations of
entry
There are no forbidden combinations.
Assessment and additional information D
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section L 71
Student
recruitment
Edexcels access policy concerning recruitment to our qualifcations
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.
Key skills
This qualifcation provides opportunities for developing and
generating evidence for assessing the key skills listed below:
application of number
communication
information and communication technology
improving own learning and performance
problem solving
working with others.
Further details are available in Appendices 2 and 3.
This qualifcation will be mapped to functional skills once they are
fnalised. Information will be available on our website
(www.edexcel.com/gce2008) at a later date.
The wider
curriculum
This qualifcation provides opportunities for developing an
understanding of spiritual, moral, ethical, social and cultural issues,
together with an awareness of citizenship, environmental issues,
health and safety considerations, and European developments
consistent with relevant international agreements appropriate as
applied to psychology. Appendix 4: Wider curriculum maps the
opportunities available.
D Assessment and additional information
Section L Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 72
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section L 73
E Resources, support and training
Resources to support the specifcation
In addition to the resources available in the e-Spec and in the
Getting Started guide book, Edexcel produces a wide range of
resources to support this specifcation.
Please note that while resources are checked at the time of
publication, materials may be withdrawn from circulation and
website locations may change. The resources listed are intended to
be a guide for teachers and not a comprehensive list.
Edexcels own published resources
Edexcel aims to provide the most comprehensive support for our
qualifcations. We have therefore published our own dedicated
suite of resources for teachers and students written by qualifcation
experts. The resources include:
AS Students Book with ActiveBook CD ROM
A2 Students Book with ActiveBook CD ROM
AS ActiveTeach CD ROM
A2 ActiveTeach CD ROM.
These materials are written by Senior Examiners to ensure
complete coverage of the specifcation, including How Science
Works.
For more information on our complete range of products and
services for GCE in Psychology, visit www.edexcel.com/gce2008.
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Performance descriptions Appendix 1
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section l 83
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F Appendices
Section l Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 84
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section l 85
Appendix 2 Key skills mapping
Key skills (Level 3) Unit 1 Unit 2 Unit 3 Unit 4
Application of number
N3.1
N3.2
N3.3
Communication
C3.1a
C3.1b
C3.2
C3.3
Information and communication technology
ICT3.1
ICT3.2
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Improving own learning and performance
LP3.1
LP3.2
LP3.3
Problem solving
PS3.1
PS3.2
PS3.3
Working with others
WO3.1
WO3.2
WO3.3
F Appendices
Section l Ldexce| Limited 2010 Ldexce| CCL in lsycho|ogy 86
Ldexce| CCL in lsycho|ogy Ldexce| Limited 2010 Section l 87
Appendix 3 Key skills development
Achievement of key skills is not a requirement of this qualifcation
but it is encouraged. Suggestions for opportunities for the
generation of Level 3 key skill evidence are given here.
Application of number Level 3
Plan and carry out one or more activities that each includes tasks
for all three of N3.1, N3.2 (a or b or c or d) and N3.3.
Overall, through one or more activities students must:
use two different types of sources, including a large data set, ie
over 50 items of data (N3.1)
carry out calculations to do with a, b, c and d (N3.2)
present fndings in two different ways using charts, graphs or
diagrams (N3.3).
Moral Unit 1
Unit 2
Unit 3
Unit 4
Eg Unit 2 2.5 Students discuss how behaviour is learned through
classical or operant conditioning or the Social Learning Approach.
Ethical Unit 1
Unit 2
Unit 3
Unit 4
Eg Unit 1 1.3 Students discuss the ethical considerations of using
humans in research.
Eg Unit 2 2.4 Students discuss the ethical considerations of using
animals in research.
Social Unit 1
Unit 2
Unit 3
Unit 4
Eg Unit 1 1.3 Students discuss the theories that psychological
development originates from social interaction.
Cultural Unit 1
Unit 2
Unit 3
Unit 4
Eg Unit 1 1.3 Students draw cross-cultural conclusions between
Milgrams original studies and one conducted in another country.
Eg Unit 4 4.4 Section 5 Students discuss ethnocentrism in
psychology and the impact of cultural bias on interpretation and
application.
Environmental Unit 1 Eg Unit 1 1.3 Students develop understanding about the impact of
the social environment on psychological development.