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psychology

How to tackle the stickiest exam questions

November 26, 2018November 26, 2018Oxford Psychology Team

As Psychology teachers we want students to actively focus on: Knowing the spec. inside-out, so that they can… Spot opportunities to use the spec. content and its terms in their answers, and then… Elaborate on their answer to gain maximum marks But in addition to this, when applied (A03) questions require students to address information […]

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What can we learn from the 2018 AQA A Level Psychology examiner reports?

November 26, 2018November 26, 2018Oxford Psychology Team

The 2018 examiner reports for AQA A Level Psychology exams were positive, with students largely able to demonstrate their preparation and knowledge. However, now the dust has settled we have prepared a short summary of suggestions for this year’s cohort to learn from, along with some free resources to help them tackle these issues. Key […]

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What’s the issue? Embedding issues and debates throughout the course

May 2, 2018May 2, 2018Oxford Psychology Team

Where to start? I’m someone who likes to keep mixing things up to see if new combinations of ingredients result in surprising and delicious outcomes, like Heston Blumenthal’s egg and bacon ice cream. Enjoying the freedom of being able to teach topics in any order, I can’t resist tweaking the Scheme of Work to see […]

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What’s so difficult about Psychology?

March 23, 2018March 23, 2018Oxford Psychology Team

Every student of Psychology finds at least something difficult! It can be hard for teachers to put themselves ‘into the students’ shoes’ and understand their problems with ‘learning’. I got some insight into this when I spent several years at a local college doing a part-time course in a second language and taking GCSE and […]

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Who Am I and What can I Achieve? The Role of Identity in A-levels

February 21, 2018Oxford Psychology Team 1 Comment

After 15 years as a psychology teacher it was noticeable that for many students A-levels were so much more than simply qualifications. Of course, they are high stakes examinations as the grades students achieve influence their life chances, their chances of entry into higher education and the options that are subsequently available to them, but […]

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Christmas, Science and Chocolate!

December 15, 2017December 15, 2017Oxford Psychology Team

A Christmas Tale… Last Christmas, my six year old son came up with a brilliant plan. If you can’t buy something in the shops… ask Father Christmas for it! Some time ago, one of the major supermarkets made chocolate orange spread – spreadable chocolate orange! It became an instant favourite and we stockpiled a few […]

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Is it ever OK to swear in professional life?

June 5, 2017June 6, 2017Oxford Psychology Team
Image of frustrated office worker

As I write, a story is doing the rounds of the broadsheet and tabloid media that Prime Minister Theresa May is set to sack Chancellor Philip Hammond after the 8th June election because of disagreements that are so profound the Chancellor has been heard to swear in the midst of heated debates in the cabinet. […]

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“Moral robots” and that messy human factor

May 8, 2017May 8, 2017Eileen Dombrowski
Theory of Knowledge banner

In ethics, it’s the dilemmas that grab the headlines. They crash into the news for reasons similar to almost all news: they stand out from a norm of people muddling along in broad accord as they judge right from wrong; they sometimes pit groups of people against each other in noisy conflict; and they often […]

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“Therapy wars” and the human sciences

January 30, 2017January 30, 2017Eileen Dombrowski
Theory of Knowledge banner

Thanks largely to the cognitive sciences, we’ve learned much in recent decades about how our own minds work. As knowledge flows from research journals to the popular media, recent findings in psychology have stimulated considerable commentary and advice on dealing with the problems that trouble our minds. Psychoanalysis and cognitive behavioural therapy, complex topics within […]

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The biological approach to explaining OCD

November 2, 2016Rosalind Geillis

Once students have an understanding of genetic and neural explanations for OCD, they are ready to complete the stepping stones activity. Either working alone or in pairs, students have to negotiate a path from the start stone to the end stone moving from stone to stone along the way. Any route is allowed as long […]

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