Sarah Holt @ resourcd


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Uploaded a file called Inferential statistics and levels of significance

I made this to help my lower ability students remember how to choose the correct statistical test and what the results of the different tests mean in terms of significance. I give them a copy of Page 45 of the 'Psychology through diagrams' to go with this. The questions are from the Flannagan, Hartnoll and Murray book (eduqas).



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Uploaded a file called Eduqas Revision

I have made this grid as an activity for my year 12 before their mock exams. We have only covered Biological, Behaviourist and some of research methods but this could be edited to include all approaches. Instructions and materials needed included.   



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Uploaded a file called Eduqas C2 Kohlberg revision

A series of questions to help students revise the Kohlberg core study.



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Uploaded a file called Eduqas C2 Milgram revision

A series of questions to help students revise the key points of the Milgram core study.



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Uploaded a file called Eduqas Approaches summary sheet C1

A sheet to summarise the main points of each approach. I usually enlarge to A3 and use different colours for different approaches.



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Uploaded a file called Eduqas C1 Revision Checklist

A revision checklist for C1: Psychology Past to Present. I have borrowed bits from other peoples resources.



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Commented on Eduqas Behaviourist debate evidence

This document has research evidence for the behaviourist debate, component one Eduqas. It focuses on vulnerable children, children at home and children in schools. The students cut out the difference research evidence and order it into an essay. Evidence from the Flanagan textbook can also be included. 



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Commented on Eduqas Component 2 RM Workbook

This is a Research Methods Workbook designed for the Eduqas specification. I cannot take real credit for it because it has been cobbled together from myriad of different places. Namely this website. If I have used any of your resources thank you for sharing. I hope you find it useful.



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Commented on Eduqas AS SOW - 2015/16

Please find attached my first draft at a SOW for the new Eduqas AS specification. I am sure that it will change as it goes along, however this gives me a good starting point to move on from. The rational for having two weeks of RM at the start is to ensure that students fully understand what is required of them. It may also deter some of the students who think that they want to take psychology because it sounds cool. That is also a reason for sticking the biological approach at the start.There are also a couple of things that people need to be aware of with the new A levels. From the current Year 12 students new headline figures come into force. More details of these can be found here: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359909/Technical_Guide_final_for_publication.pdf  One measure is retention (see annex C2) and I feel that people need to be aware of this in particular. If a student is registered on a programme of study that lasts over 24 weeks the qualifying period is 6 weeks (see para 7.10 b). What this means is that if a student drops out after 7 weeks they will count as a fail in terms of retention. Why is this important? If you only register your students as undertaking the full A Level then you will be measured on the full two year programme. I am assuming that is why a large number of SLTs are making sure their students undertake the AS subject first. If they are successful on this then they are more likely to progress. However if they fail they would still count as being retained but not having passed, which would affect VA scores, which is a different measure.I hope this makes sense to people and I am happy to stand corrected if people find out different information.I am also putting together a RM workbook for the new spec and when I have finished this I will upload this as well.Hope this helps and you feedback and comments are most welcome.



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Commented on WJEC PY1 exam guide: how to answer questions

This is a 6 page booklet describing how to answer each of the questions for WJEC PY1. Each question has a detailed description of what the examiner is looking for, and a mark scheme. There is also space for the students to make notes about what they would include in their answer, and also to write down a reference of when they have attempted this question in class or for homework. I got some of the information from the Flanagan textbook, and added some of my own from looking at the mark schemes.   psychodynamic behaviourism cognitive biological exam mark_scheme WJEC PY1