We aim for students to be able to question not only their own behaviour, but also the world in which they live. In this way, they will be able to engage with a breadth of issues spanning paradigm development. The course aims to introduce core theoretical principles of psychology, whilst grounding ideas in research methods. Students come to understand the mutually enhancing relationship between theory and practice to develop knowledge of quantitative and qualitative approaches. We want our students to understand how and why theories change over time. Students will cover units that look at individual differences, considering memory, psychologies and biopsychology. They will also look at principles of human interaction, covering attachment, influence, development and debates in psychology. Students wishing to study at University will be well-prepared due to the development of logical reasoning, wider reading skills and the ability to write in a scientific manner. This course complements other pathways at LSS, providing academic rigour alongside other A Levels; in particular, Psychology supports the learning of History, English, Sociology, Maths and Business. Furthermore, evaluative skills gained from the study of Psychology are beneficial for BTEC subjects such as Creative Media or Business. We want all pupils to understand how Psychology links to life beyond the classroom; we want them to know and understand choices that are made on an individual and a societal level.
GCSE Mathematics: 6 GCSE Science: 6-6 GCSE English: 6 4 other GCSEs graded 9-4
Students will compile work in folders and books in accordance with the sixth form work policy. Books are brought to every lesson and folders are brought for portfolio tasks, feedback and organisation lessons. Students will be assessed through regular portfolio tasks; these will be arranged in their folders. Assessments have also been structured in a way that allows students to build on knowledge and skills systematically, ranging from recall tests, moving to smaller exam style questions and then onto larger essays. The structure of the course allows for foundational skills to be developed. Pupils will acquire knowledge whilst continually building on their previous learning, creating meaningful schema over time. A range of DNAs are used at the start of every lesson and focus on knowledge recall; these reflect best practice in terms of daily, weekly and monthly reviews. Vocabulary is taught explicitly: Students are given and tested regularly on Tier 2 and Tier 3 vocabulary for every unit of work. Reading and writing are at the heart of what we do. We model effective reading, showing students how to annotate and use triplicate notes when completing wider research and reading critical works.Pupils will read case studies and papers in lessons, whilst being guided through independent reading outside of lesson time. Every student will be expected to read aloud. We model how to write, using LSS planning documents: MPOs, SPOs and GSTs. These are based on the excellent resources found in ‘The Writing Revolution’. Alongside this, we explicitly teach exam skills for MCQs, short answer questions and extended writing questions. There is a high-accountability expectation of 2-3 hours Prep to be completed / week. Very often this will require students to consolidate knowledge of what they have learnt, but may involve revision or preparation for a presentation. Autumn Half Term 1: I will remember by undertaking daily DNAs and weekly short answer tests. Portfolio 1: Horses For Courses - This test will assess your suitability for the course, it involves multiple choice questions and some short answer exam questions. Portfolio 2: Students will sit a short form assessment which will cover both the ‘Approaches’ and ‘Social Influence’ modules. Autumn Half Term 2 I will remember by undertaking daily DNAs and weekly short answer tests. I will also start to have the opportunity to complete essay questions and start to practise exam style academic writing. Portfolio 1: A structured extended essay question Portfolio 2: A short examination focusing on all modules.
About Education Provider
| Region | London |
| Local Authority | Hounslow |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Browells Lane, Feltham, TW13 7EF |
We aim for students to be able to question not only their own behaviour, but also the world in which they live. In this way, they will be able to engage with a breadth of issues spanning paradigm development. The course aims to introduce core theoretical principles of psychology, whilst grounding ideas in research methods. Students come to understand the mutually enhancing relationship between theory and practice to develop knowledge of quantitative and qualitative approaches. We want our students to understand how and why theories change over time. Students will cover units that look at individual differences, considering memory, psychologies and biopsychology. They will also look at principles of human interaction, covering attachment, influence, development and debates in psychology. Students wishing to study at University will be well-prepared due to the development of logical reasoning, wider reading skills and the ability to write in a scientific manner. This course complements other pathways at LSS, providing academic rigour alongside other A Levels; in particular, Psychology supports the learning of History, English, Sociology, Maths and Business. Furthermore, evaluative skills gained from the study of Psychology are beneficial for BTEC subjects such as Creative Media or Business. We want all pupils to understand how Psychology links to life beyond the classroom; we want them to know and understand choices that are made on an individual and a societal level.
GCSE Mathematics: 6 GCSE Science: 6-6 GCSE English: 6 4 other GCSEs graded 9-4
Students will compile work in folders and books in accordance with the sixth form work policy. Books are brought to every lesson and folders are brought for portfolio tasks, feedback and organisation lessons. Students will be assessed through regular portfolio tasks; these will be arranged in their folders. Assessments have also been structured in a way that allows students to build on knowledge and skills systematically, ranging from recall tests, moving to smaller exam style questions and then onto larger essays. The structure of the course allows for foundational skills to be developed. Pupils will acquire knowledge whilst continually building on their previous learning, creating meaningful schema over time. A range of DNAs are used at the start of every lesson and focus on knowledge recall; these reflect best practice in terms of daily, weekly and monthly reviews. Vocabulary is taught explicitly: Students are given and tested regularly on Tier 2 and Tier 3 vocabulary for every unit of work. Reading and writing are at the heart of what we do. We model effective reading, showing students how to annotate and use triplicate notes when completing wider research and reading critical works.Pupils will read case studies and papers in lessons, whilst being guided through independent reading outside of lesson time. Every student will be expected to read aloud. We model how to write, using LSS planning documents: MPOs, SPOs and GSTs. These are based on the excellent resources found in ‘The Writing Revolution’. Alongside this, we explicitly teach exam skills for MCQs, short answer questions and extended writing questions. There is a high-accountability expectation of 2-3 hours Prep to be completed / week. Very often this will require students to consolidate knowledge of what they have learnt, but may involve revision or preparation for a presentation. Autumn Half Term 1: I will remember by undertaking daily DNAs and weekly short answer tests. Portfolio 1: Horses For Courses - This test will assess your suitability for the course, it involves multiple choice questions and some short answer exam questions. Portfolio 2: Students will sit a short form assessment which will cover both the ‘Approaches’ and ‘Social Influence’ modules. Autumn Half Term 2 I will remember by undertaking daily DNAs and weekly short answer tests. I will also start to have the opportunity to complete essay questions and start to practise exam style academic writing. Portfolio 1: A structured extended essay question Portfolio 2: A short examination focusing on all modules.
