Vision

The Psychology department is committed to providing a vigorous and challenging A level curriculum. The department will deliver the course via a variety of methods, drawing on the most current pedagogical theory and learning and teaching techniques that have been rigorously tested through research- based enquiry.
The students will be expected to demonstrate their prowess as independent learners, and they will be able to express these skills through challenging homework tasks and varied work in class including  independent learning tasks; short weekly knowledge assessments; weekly written assessments and regular short research methods and maths questions. In addition, an appreciation of ‘how science works’ in conjunction with the application of the empirical method will be central to all lessons and SOW; thus enhancing the pupil’s use of numeracy, ability to think critically and their understanding as ‘global citizens’. However, the students can also expect high levels of support and scaffolding from their contact time in lessons. In addition to contact time in lessons, students will be encouraged to seek extra help if they need support or to access the extension materials and reading suggestions on google drive when they feel that they would like to supplement their work.
The department aims to not only deliver the best possible curriculum but also to ensure that students are motivated to carry on the subject once they leave the College; whether this be reading the subject at University or continuing to engage with the new scientific developments. We will achieve this through the lessons and a seminar group (aimed at those with a broader interest in the subject). In line with the recent changes, the course will be delivered in a linear fashion and students will be required to take three two hour exams at the end of the second year of the course.

We believe that learning should be placed within a dynamic framework of discussion and debate and should involve a high level of independent learning from the pupils. In addition, we believe that by sharing our enthusiasm for the subject and modelling the importance of reading and life-long learning we will inspire pupils to undertake their own research. This will, in turn, foster an environment for pupils to develop self-mastery and engagement in self-regulated learning.