Now that we're more than half way through Term 3, the reality of teaching Psychology to a new syllabus is starting to hit me! I don't know about you all, but I'm planning for next year and realising that the Unit 1 and 2 syllabus is too dense to be covered in approximately 3 terms (with interruptions in year 11) and I'm thinking about cropping some of the topics out!
I've noticed that a lot of the topics in Unit 1 and 2 although interesting, does not directly relate to Unit 3 and 4? So right now, I'm thinking about leaving out (to some extent) Cognitive Development and Emotion and Motivation units so that I can focus more time on the assessment types and also scaffolding those activities. Any thoughts?
I've included a plan of what it will look like for my school, what about yours?
Term 1 2019: Unit 1
Research Methods: Approximately 2 weeks (note this is longer than the 5 hour notation time but I think you need to extend this time to cover statistical significance and variation)
Brain and Nervous system: 3 weeks covering subject matter and Maguire and Raine as studies
I'm also planning on making links with USQ or UQ to do an excursion for brain imaging technology.
Consciousness and Sleep: 3 weeks covering Normal waking consciousness and Altered states of consciousness as well as sleep, sleep studies and sleep disorders. Again, I will be trying to find someone to come in (perhaps from a sleep lab) to give the students an incursion.
Last two weeks of term: Preparation for Data test and perhaps Data test in the last week to term or First week back (depending on interruptions in Term 1)
Term 2 2019: Unit 1 and 2
First two weeks of term, discuss data test (or students to sit it) and explaining Student Experiment. Including conducting research based on Sleep and one other variable (using Mandatory prac) and in small groups modifying. Due Week 4.
Review Research Methods: Week 3 formative test
Intelligence: 2 weeks (stressing validity and reliability because this is important to the student experiment) - Gardner's intelligence test (stations around the school to test for different types of intelligence)
Diagnosis: 3 weeks (focus on reliability and validity of diagnosis and cross-cultural differences) - to set up claims. Using claims here, work through an example with the class on how to get to research question.
Mental health: 3 weeks Discuss a variety of disorders to introduce diagnostic manuals and symptoms as well as prevalence. Holiday homework, students to work on claims (given to them on diagnosis and mental health) to develop their own research question.
Term 3: Unit 2
First two weeks of term students will work on Research investigation in class. Research questions to be approved prior to research. Use IB EE's as exemplars.
Revision of content from Term 1 and 2: Four weeks in tutorial style in ability groupings
Week 7 or 8: Mock Exam: Whole year
Week 9 and 10: Set up notes and introduce Unit 3 and 4: Go over Research Methods again (might add cognitive development back in here as a fun topic)
Note: For cognitive development: You can conduct experiments on Piaget's development by using kids in the primary school if you have one near you. It's a great way for students to test object permanence or conservation.
