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ATAR COURSE
Year 11 syllabus
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SchoolCurriculumandStandardsAuthority,2014.
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2013/34771
Content
Rationale...................................................................................................................................................................2
Courseoutcomes.......................................................................................................................................................3
Organisation..............................................................................................................................................................4
Structureofthesyllabus..................................................................................................................................................4
Organisationofcontent...................................................................................................................................................4
MathematicalskillsexpectedofstudentsstudyingthePsychologyATARcourse...........................................................5
ProgressionfromtheYear710curriculum.....................................................................................................................5
Representationofthegeneralcapabilities......................................................................................................................6
Representationofthecrosscurriculumpriorities...........................................................................................................7
Unit1........................................................................................................................................................................8
Unitdescription................................................................................................................................................................8
Unitcontent.....................................................................................................................................................................8
Unit2......................................................................................................................................................................11
Unitdescription..............................................................................................................................................................11
Unitcontent...................................................................................................................................................................11
Schoolbasedassessment........................................................................................................................................14
Grading...........................................................................................................................................................................15
Appendix1GradedescriptionsYear11.................................................................................................................16
Rationale
Psychologyisthescientificstudyofhowpeoplethink,feelandact.Itaimstoanswerimportantquestions
suchaswhatfactorsinfluencehumandevelopment.Whilethereareotherdisciplinesthatoverlapwith
psychology'smainaimtounderstandhumans,psychologyisrigorousinitsuseofscientificmethod.This
allowsforsystematicexplorationintothecomplexitiesofhumanbehaviourbasedonevidencegathered
throughplannedinvestigations.
Thiscourseintroducesstudentstoabreadthofknowledgefocusingonthepsychologyofselfandothers.
Psychologicalknowledgehelpsusunderstandfactorsrelatingtoindividuals,suchas:cognition,ortheway
wethink;biologicalbasesofbehaviour;andpersonality,theenduringtraitsthatdistinguishindividuals.
Psychologicalknowledgealsohelpsusunderstandthewaythatindividualsfunctionwithingroups.This
consistsofknowledgeassociatedwithsocialisation,moraldevelopment,theformationofattitudesandalso
howpeoplerelateandcommunicate.Onalargerscale,psychologicalknowledgecanhelpustounderstand
howindividualsfunctionwithindifferentcontextsandhowthisisinfluencedbyculture,shapingpeople's
values,attitudesandbeliefs.
Psychologyisveryuseful,bothtoindividualsassistingustoimproveourselvesandourrelationships,andto
societyasawhole.Itcanbeappliedtoanycontextinwhichhumansareinvolved.Throughthiscourse,
studentsgainvaluableinsightsandunderstandingsintoboththemselvesandtheirworlds.Methodsof
communicationstudiedenhancepersonalcommunicationskills,bothwithinthefieldofpsychologyandin
thecontextofdailylife.Studentsalsodevelopimportantresearchskillsastheyengageintheexploration
andevaluationofdatatoillustratehowempiricalproceduresareusedtoexaminephenomenasuchas
intelligenceandpersonality.
Thiscourseisdesignedtointegratetheunderstandingofscientificprinciples,theacquisitionofpsychological
knowledgeandtheapplicationofbothinanenjoyableandcontemporaryway.Thestudyofpsychologyis
highlyrelevanttofurtherstudiesinthehealthprofessions;education,humanresources,socialsciences,
sales,mediaandmarketingandmanagement.
Course outcomes
ThePsychologyATARcourseisdesignedtofacilitateachievementofthefollowingoutcomes.
Outcome1Psychologicalunderstandings
Studentsunderstandthebasesofhumanbehaviour.
Inachievingthisoutcome,students:
understandhowhumanbehaviourcanbedefined,andtherelationshipbetweentheinternaland
externalfactorsthatinfluencehowhumansthink,feelandact
understandthedifferenttheoreticalapproachestothevariousareasordomainsofpsychology
understandpsychologyprovidesscientificexplanationsofbehaviourwithparticularprinciples,
proceduresandapproachestodata.
Outcome2Investigatinginpsychology
Studentsuseinformationgatheringmethodstoexploreandanswerquestionsabouthumanthinking,
emotionandbehaviour.
Inachievingthisoutcome,students:
developandselectquestionsandideasorhypothesesandplanandconductresearchtotesttheseideas
inareliable,validandethicalway
collect,record,classify,quantifyandprocessdataandinformationinorganised,logicalandethicalways
interpretandevaluatefindingsinrelationtoideasorhypothesesbeingtestedandreflectonthedesign
oftheresearch.
Outcome3Applyingandrelatingpsychologicalunderstandings
Studentsselectandapplyknowledge,understandingsandskillstothestudyofhumanbehaviour.
Inachievingthisoutcome,students:
usepsychologicalknowledgeandunderstandingstoexplainthoughts,feelingsandbehaviour
applyknowledgeandunderstandingsreflectingthevaluesofthedisciplineofpsychology
exploreandinterprethumanbehaviourintheeverydayworldusingpsychologicaltheoryandprinciples.
Outcome4Communicationinpsychology
Studentsuseappropriateskillsandprocessestocommunicatetheirunderstandingofhumanbehaviour.
Inachievingthisoutcome,students:
usepsychologicaldiscourse
interpretinformationreceivedandcommunicatefeelings,thoughtsandideaswithpurpose,
understandingandcriticalawareness
explainpsychologicalunderstandingstoarangeofaudiencesforarangeofpurposes.
Organisation
ThiscourseisorganisedintoaYear11syllabusandaYear12syllabus.Thecognitivecomplexityofthe
syllabuscontentincreasesfromYear11toYear12.
Unit1
Thisunitfocusesonanumberofconceptsthatenablestudentstogainanunderstandingofhowandwhy
peoplebehavethewaytheydo.Studentslearnaboutthehumanbrainandexploretheimpactofexternal
factorsonbehaviour,suchasphysicalactivityandpsychoactivedrugs.Cognitiveprocesses,suchassensation
andperception,andselectiveanddividedattentionareinvestigated.Studentsexaminedifferenttypesof
relationshipsandtheroleofverbalandnonverbalcommunicationininitiating,maintainingandregulating
these.Studentsareintroducedtoethicsinpsychologicalresearchandcarryoutinvestigations.
Unit2
Thisunitfocusesondevelopmentalpsychology.Studentsanalysetwinandadoptionstudiestogaininsight
intothenature/nurturedebateandlookattheroleofplayinassistingdevelopment.Studentsexplorewhat
ismeantbythetermpersonalityandexaminehistoricalperspectivesusedtoexplainpersonality.Theyalso
explorebehaviourandcausesofprejudice.PsychologicalresearchmethodsstudiedinUnit1arefurther
developed.
Eachunitincludes:
aunitdescriptionashortdescriptionofthefocusoftheunit
unitcontentthecontenttobetaughtandlearned.
Organisation of content
Foreachunit,thecontentisorganisedasfollows:
Contentorganisers
Self
Others
Researchmethods
Suborganisers
Unit1
Unit2
Biologicalinfluences/basesofbehaviour
Developmentalpsychology
Cognition
Personality
Relationalinfluences
Socialpsychology
Communication
Cultureandvalues
Planningandconductingpsychologicalresearch
Processingandevaluatingpsychologicalresearch
5
Mathematical skills expected of students studying the Psychology
ATAR course
ThePsychologyATARcourserequiresstudentstousethemathematicalskillstheyhavedevelopedthrough
theYear710MathematicsCurriculum,inadditiontothenumeracyskillstheyhavedevelopedthroughthe
ScienceInquirySkillsstrandoftheScienceCurriculum.
WithintheScienceInquirySkillsstrand,studentsarerequiredtogather,representandanalysenumerical
datatoidentifytheevidencethatformsthebasisofscientificarguments,claimsorconclusions.Ingathering
andrecordingnumericaldata,studentsarerequiredtomakemeasurementsusingappropriateunitstoan
appropriatedegreeofaccuracy.
Itisassumedthatstudentswillbeableto:
performcalculationsinvolvingaddition,subtraction,multiplicationanddivisionofquantities
performapproximateevaluationsofnumericalexpressions
expressfractionsaspercentages,andpercentagesasfractions
calculatepercentages
recogniseanduseratios
transformdecimalnotationtopoweroftennotation
translateinformationbetweengraphical,numericalandalgebraicforms
constructandinterpretfrequencytablesanddiagrams,piechartsandhistograms
describeandcomparedatasetsusingmean,medianandinterquartilerange
interprettheslopeofalineargraph.
6
Representation of the general capabilities
Thegeneralcapabilitiesencompasstheknowledge,skills,behavioursanddispositionsthatwillassist
studentstoliveandworksuccessfullyinthetwentyfirstcentury.Teachersmayfindopportunitiesto
incorporatethecapabilitiesintotheteachingandlearningprogramforthePsychologyATARcourse.The
generalcapabilitiesarenotassessedunlesstheyareidentifiedwithinthespecifiedunitcontent.
Literacy
Studentsdevelopliteracyskillsastheyareintroducedandbecomefamiliarwiththespecificdiscourseused
inpsychology.Thiscourseprovidesaspecificandrichcontextforstudentstodevelopreadingandwriting
abilitiesandskillsinviewingandspeaking,astheyapplylanguageindifferentcontextsandfordifferent
purposes.Studentsdevelopliteracycapabilityastheylearnkeyresearchandinvestigativeskillswhich
enhancetheirabilitytoaccess,interpret,analyseandchallengeinformation,andevaluatethechanging
knowledgebaseinpsychology.Studentsuselanguagestructurestoformulatehypotheses,relate
information,provideexplanationsandconstructevidencebasedarguments.Studentscommunicate
researchfindingsusingmultiplewaysofrepresentingdatatoarticulateandillustraterelationshipstheyhave
observedorconstructed.
Numeracy
Studentsdevelopnumeracyskillsastheyconsiderandevaluatepsychologicalresearch,includingtheability
todisplayandinterpretquantitativedata,andapplyprocessesofcorrelationandprobabilitytoinformthe
developmentofevidencebasedconclusions.
Informationandcommunicationtechnologycapability
InthePsychologyATARcourse,studentsdevelopandapplyinformationandcommunicationtechnology
(ICT)capabilityastheylearntoeffectivelyandappropriatelyaccess,createandcommunicateinformation
andideas,solveproblemsandworkcollaboratively.Studentsresearchpsychologicalconcepts,collectand
analysedataandcommunicateunderstandingsusingarangeoftechnologies.
Criticalandcreativethinking
Studentsdevelopcriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,clarify
conceptsandideas,consideralternativesandsolveproblems.Inthiscourse,criticalandcreativethinkingis
embeddedintheskillsofplanning,conducting,processingandevaluatingpsychologicalresearch.Students
generateandexaminehypotheses,makepredictions,solveproblemsandanalyseandevaluateevidence.
Personalandsocialcapability
Psychologyseekstoexplainhowindividualsthink,feelandact.Inthiscourse,studentsdeveloppersonaland
socialcapabilitiesastheyengageinthestudyofkeytheorieswhichseektoexplainhowemotions,self
understandingandrelationshipsinfluencedecisionsandactions.Studentslearnabouttheimpactofgroups
andeffectivecommunicationprocesses,andareencouragedtoreflectonhowrelationshipscanbe
improved.Personalandsocialcapabilityisalsoenhancedasstudentsapplypsychologicalknowledgeto
makeinformedchoicesaboutissuesthatimpacttheirlivesandconsidertheapplicationofpsychological
conceptstomeetarangeofpersonalandsocialneeds.
7
Ethicalunderstanding
Inthiscourse,studentslearnaboutkeypsychologicaltheoriesandthewayinwhichtherights,integrityand
proprietyofpeople,whoarethesubjectofpsychologicalresearch,areheldinhighregard.Studentsdevelop
thecapacitytoformandmakeethicaljudgementsthroughthestudyofethicsinpsychology,andexplore
andapplyethicalguidelinesastheyengageinplanning,conducting,processingandevaluatingpsychological
research.
Interculturalunderstanding
Culturalattitudesandperspectivesareimportantinfluencesonbehaviourandrelationshipdevelopment.
Studentsexaminehowcultureimpactsonbeliefs,attitudesandpractices.
AboriginalandTorresStraitIslanderhistoriesandcultures
AboriginalandTorresStraitIslanderPeopleshavelongstandingscientifictraditions.Theyhavedeveloped
knowledgeabouttheworldthroughobservation,prediction,creatinghypothesesandmaking
generalisations.Inthiscourse,scientificmethodswhichproposetoexplainhumanbehaviourareconsistent
withthosewhichhavebeenpractisedandtransmittedinAboriginalculturefromonegenerationtothenext.
ThestudyofthescientificmethodusedinpsychologyhascloselinkstothewayinwhichAboriginaland
TorresStraitIslanderPeoplesviewtheirworldandthereforecontributestoabetterunderstandingof
AboriginalandTorresStraitIslanderhistoriesandcultures.
AsiaandAustralia'sengagementwithAsia
AsiaandAustraliasengagementwithAsiaprovidesrichandengagingcontextsfordevelopingstudents
scientificknowledge,understandingandskills.Inthiscourse,studentslearnaboutthediversityofcultures,
traditionsandbeliefsandtheirimpactonhumanbehaviour,includingtheinfluenceoftraditionaland
contemporaryAsiancultures.
Sustainability
Throughtheprocessofscientificinvestigation,studentsidentifyandunderstandrelationshipsbetween
variablesandthenotionofcauseandeffect.Theydevelopskillsinobservationandanalysiswhichenable
themtoexaminerelationshipsintheworldaroundthemandappreciatethecontributionofsciencetoward
thedevelopmentofasustainablefuture.
Unit 1
Unit description
Thisunitfocusesonanumberofconceptsthatenablestudentstogainanunderstandingofhowandwhy
peoplebehavethewaytheydo.Studentsareintroducedtothehumanbrain,focusingonthemajorparts
andlobesofthecerebralcortex,andreviewcasestudies,illustratingthelinkbetweenthebrainand
behaviour.Theyalsoexploretheimpactofexternalfactors,suchasphysicalactivityandpsychoactivedrugs,
onindividualsbehaviour.Cognitiveprocesses,suchassensationandperceptionandselectiveanddivided
attention,areinvestigated.Theimpactofothersonbehaviourisalsostudied.Studentsexaminedifferent
typesofrelationshipsandlookattheroleofverbalandnonverbalcommunicationininitiating,maintaining
andregulatingrelationships.Studentsareintroducedtoethicsinpsychologicalresearchandcarryout
investigations,followingthestepsinconductingscientificresearch.Theyidentifytheaimsofpsychological
investigationsandapplyappropriatestructuretosequencedatausingcorrectlylabelledtables,graphsand
diagrams.
Unit content
Thisunitincludestheknowledge,understandingsandskillsdescribedbelow.
Self
Biologicalinfluences/basesofbehaviour
functionsofthemajorpartsofthebrain
hindbrain
midbrain
forebrain
leftandrighthemispheres
corpuscallosum
mainfeaturesofthefourlobesofthecerebralcortex
structureoftheneuron
cellbody
axon
dendrites
myelinsheath
methodsforinvestigatingbrainfunction
externalrecordingselectroencephalography(EEG)
scanningtechniques
o stillpicturescomputedaxialtomography(CAT)scan,magneticresonanceimaging(MRI)
o dynamicpicturesfunctionalmagneticresonanceimaging(FMRI),positionemissiontomography
(PET)scan
casestudyPhineasGage
factorsthataffectbehaviour,emotionandthought
physicalactivity
psychologicalandphysiologicalresponsestorecreationaldrugscannabis,alcoholand
amphetamine
9
Cognition
theoriesofintelligence
generalintelligenceGalton,Spearman
measuringmentalageandintelligencequotientBinetandSimon,Terman
empiricalapproachestointelligenceWechsler
multipleintelligencesGardner
emotionalintelligenceGolman
intelligencetesting
advantagesanddisadvantagesofgroupandindividualtesting
theroleofsensationandperceptionincognition
sensoryorgansandstimuli
perceptionillusionsanddistortionsofvisualperception
attentionselected,divided,habituation,dishabituation
physiologicalresponsesindicatingdifferentstatesofconsciousness
electricalactivityofthebrain
heartrate
bodytemperature
galvanicskinresponse
Others
Relationalinfluences
typesofrelationships
prosocial
antisocial
determinantsofliking
proximity
similarity
reciprocity
relationshipdevelopmentinadolescence
changingstructureofadolescentgroupsDunphy
Communication
nonverbalcommunication
bodylanguage
gestures
physicaldistance
facialexpressions
touchandsmell
effectivecommunication
listener/receiverattributes
activelistening
workingcollaboratively
assertivecommunication
theimpactofhearingimpairmentandlanguagedelay
10
roleoflanguageininitiating,maintainingandregulatinginterpersonalrelationshipsRobinsonssocial
skills
Researchmethods
Planningandconductingpsychologicalresearch
researchterminology
experimental,nonexperimental
scientific,nonscientific
sample
population
ethicsinpsychologyresearch
informedconsent
confidentiality
voluntaryparticipationandwithdrawalrights
deceptioninresearch
stepsinthescientificmethod
differencesbetweensampleandpopulationdata
experimentalresearchmethods
independentanddependentvariables
operationalhypotheses
controlledanduncontrolledvariables
experimentalandcontrolgroups
reliabilityandvalidity
nonexperimental(descriptive)researchmethods
casestudies,surveys,correlationalstudiesandarchivalresearch
behaviouralvariables(notdependentandindependentvariables)incorrelationalstudies
qualitativemethodsofdatacollection
quantitativemethodsofdatacollectionfixedresponse,ratingscales
Processingandevaluatingpsychologicalresearch
methodsofdisplayingquantitativedatatables,graphsanddiagrams
interpretationofthefollowingformsofdata:
mode
mean
median
range
roleofprobability
useofcorrelationtoestablishassociationbetweenvariables
sourcesoferrorindataandwaysofreducingthem
evidencebasedconclusionsrelatedtothehypothesis
11
Unit 2
Unit description
Thisunitintroducesstudentstodevelopmentalpsychologybylookingattheconceptofaverage
developmentandchangesexpectedaspeopleage.Theyanalysetwinandadoptionstudiestogaininsight
intothenature/nurturedebateandlookattheroleofplayinassistingdevelopment.Studentsexplorewhat
ismeantbythetermpersonalityandexamineseveralhistoricalperspectivesusedtoexplainpersonality
suchasFreudspsychodynamicapproach.Studentsinvestigatetheinfluenceofothersonselfconcept,
identityandattitudes.Theyexplorethebehavioursobservedwithingroups,suchasdeindividuationand
socialloafing,andcausesofprejudice.PsychologicalresearchmethodsintroducedinUnit1arefurther
explored.
Unit content
ThisunitbuildsonthecontentcoveredinUnit1.
Thisunitincludestheknowledge,understandingsandskillsdescribedbelow.
Self
Developmentalpsychology
aspectsofhumandevelopmentacrossthelifespan
cognitive
physical
social
emotional
nature/nurturedebate
twinstudies
adoptionstudies
intelligenceasmeasuredbyintelligencequotient(IQ)
roleofplayinphysical,cognitive,emotionalandsocialreadinessandskilldevelopment
Personality
definitionofpersonality
historicalperspectives
psychodynamicFreud
traitEysenck,Allport
humanisticMaslowsHierarchyofNeeds
approachestomeasuringpersonality
projectiveRorschach,thematicapperceptiontest(TAT)
nonprojectiveselfreports
12
Others
Socialpsychology
definitionofagroupanditspurposes
individualsandgroups
selfconceptandgroupmembership
socialidentity
behaviourwithingroups
cooperation
competition
deindividuation
socialloafing
brainstorming
impactofgroupsize
socialcategorisation
stereotypes
socialvaluesandbehaviour
Cultureandvalues
attitudeformationTripartitemodel
toolsformeasuringattitudes
observationalmethods
qualitativeselfreportmethodsinterviewsandfocusgroups
quantitativeselfreportmeasuresratingscales
racism
causesofprejudice
reducingprejudice
culturalinfluencesonattitudes
individualisticcultures
collectivistcultures
Researchmethods
Planningandconductingpsychologicalresearch
researchterminology
experimental,nonexperimental
scientific,nonscientific
sample
population
ethicsinpsychologyresearch
informedconsent
confidentiality
voluntaryparticipationandwithdrawalrights
deceptioninresearch
13
stepsinthescientificmethod
differencesbetweensampleandpopulationdata
experimentalresearchmethods
independentanddependentvariables
operationalhypotheses
controlledanduncontrolledvariables
experimentalandcontrolgroups
reliabilityandvalidity
nonexperimental(descriptive)researchmethods
casestudies,surveys,correlationalstudiesandarchivalresearch
behaviouralvariables(notdependentandindependentvariables)incorrelationalstudies
qualitativemethodsofdatacollection
quantitativemethodsofdatacollectionfixedresponse,ratingscales
Processingandevaluatingpsychologicalresearch
methodsofdisplayingquantitativedatatables,graphsanddiagrams
interpretationofthefollowingformsofdata:
mode
mean
median
range
roleofprobability
useofcorrelationtoestablishassociationbetweenvariables
sourcesoferrorindataandwaysofreducingthem
evidencebasedconclusionsrelatedtothehypothesis
14
School-based assessment
TheWesternAustralianCertificateofEducation(WACE)Manualcontainsessentialinformationonprinciples,
policiesandproceduresforschoolbasedassessmentthatneedstobereadinconjunctionwiththissyllabus.
Teachersdesignschoolbasedassessmenttaskstomeettheneedsofstudents.Thetablebelowprovides
detailsoftheassessmenttypesforthePsychologyATARYear11syllabusandtheweightingforeach
assessmenttype.
AssessmenttableYear11
Typeofassessment
Weighting
Investigation
Studentsplanandconductastudytoansweraresearchquestionthatcanincludepredicting,hypothesising,
designing,controllingvariables,gatheringandorganisingdataandinterpretingand/orevaluatingresearch
findings.
20%
Evidencecaninclude:anexperimentaldesignbrief,aformalinvestigationorlaboratoryreport,research
notes,journals,quantitativeand/orqualitativeanalysesofdatafromobservationchecklists,and/orselfor
peerevaluationtools.
Response
Studentsapplyknowledgeandskillstoanalyse,interpretandevaluatedata,andidentifyethicalissues.
Evidencecaninclude:reports,literaturesearches,tests,observationsduringtheanalysisprocess,evaluation
formsand/orjournals.
30%
Project
Studentscommunicatepsychologicalknowledge,skillsandprocessesinfamiliarandunfamiliarcontexts.
Evidencecaninclude:observationchecklists,evaluationforms,questionnaires,posters,observationsduring
discussion,journals,videoand/oraudiorecordings,groupwork,roleplaysand/ororalpresentations.
20%
Examination
Typicallyconductedattheendofeachsemesterand/orunit.InpreparationforUnit3andUnit4,the
examinationshouldreflecttheexaminationdesignbriefincludedintheATARYear12syllabusforthis
course.
30%
Teachersarerequiredtousetheassessmenttabletodevelopanassessmentoutlineforthepairofunits
(orforasingleunitwhereonlyoneisbeingstudied).
Theassessmentoutlinemust:
includeasetofassessmenttasks
includeageneraldescriptionofeachtask
indicatetheunitcontenttobeassessed
indicateaweightingforeachtaskandeachassessmenttype
includetheapproximatetimingofeachtask(forexample,theweekthetaskisconducted,ortheissue
andsubmissiondatesforanextendedtask).
Intheassessmentoutlineforthepairofunits,eachassessmenttypemustbeincludedatleasttwice,except
inInvestigation,whichmustbeincludedatleastonce.Intheassessmentoutlinewhereasingleunitisbeing
studied,eachassessmenttypemustbeincludedatleastonce.
15
ThesetofassessmenttasksmustprovidearepresentativesamplingofthecontentforUnit1andUnit2.
Assessmenttasksnotadministeredundertest/controlledconditionsrequireappropriate
validation/authenticationprocesses.Forexample,studentperformanceforaninvestigationcouldbe
validatedbyatask(suchasastructuredessayorextendedresponse)whichiscompletedinclassafterthe
assessmentissubmitted.
Grading
Schoolsreportstudentachievementintermsofthefollowinggrades:
Grade Interpretation
A
Excellentachievement
Highachievement
Satisfactoryachievement
Limitedachievement
Verylowachievement
Theteacherpreparesarankedlistandassignsthestudentagradeforthepairofunits(orforaunitwhere
onlyoneunitisbeingstudied).Thegradeisbasedonthestudentsoverallperformanceasjudgedby
referencetoasetofpredeterminedstandards.Thesestandardsaredefinedbygradedescriptionsand
annotatedworksamples.ThegradedescriptionsforthePsychologyATARYear11syllabusareprovidedin
Appendix1.Theycanalsobeaccessed,togetherwithannotatedworksamples,throughtheGuidetoGrades
linkonthecoursepageoftheAuthoritywebsiteatwww.scsa.wa.edu.au
Tobeassignedagrade,astudentmusthavehadtheopportunitytocompletetheeducationprogram,
includingtheassessmentprogram(unlesstheschoolacceptsthatthereareexceptionalandjustifiable
circumstances).
RefertotheWACEManualforfurtherinformationabouttheuseofarankedlistintheprocessofassigning
grades.
16
Conceptualknowledgeandunderstanding
Discussesarangeoftheoreticalapproachesanddomainsinthefieldsofpsychologyrelatedtotheway
humansthink,feelandactatanindividual,groupandsocietallevel.
Applyingconcepts
Relatesarangeofrelevantpsychologicaltheories,principlesandconceptstointerprethumanbehaviour
intheeverydayworld.
Investigativeskills
Usesscientificconceptstoanalyseaproblem,identifyvariablesandformulatequestionsandhypotheses
forinvestigation.Developsethicalmethodsthatprovidespecific,accurateinformationwhichcanbeused
toevaluatethehypotheses.Recognisesinconsistenciesindata.Drawsconclusionswhichareconsistent
withdata,explainstheseconclusionsintermsofscientificconceptsandrelatesthemtothehypotheses.
Suggestsimprovementstoreducesourcesoferrorinthedataandresearchdesign.
Communication skills
Usesarangeofappropriatepsychologicalterminologyconsistentlytoexplaincomplexbehaviour,
adaptinglanguagetosuitspecificaudiencesandpurposes.Explainsabstractconceptsfluentlyandina
clearandlogicalway.
Conceptualknowledgeandunderstanding
Identifiesandexplainsarangeoftheoreticalapproachesanddomainsinthefieldsofpsychologyrelated
tothewayhumansthink,feelandactbothindividuallyandinagroup.
Applyingconcepts
Makesdirectreferencetorelevantpsychologicaltheories,principlesandconceptstodescribeand
explainhumanbehaviourintheeverydayworld.
Investigativeskills
Interpretsasituationtoplanandconductanethicalinvestigation.Formulatesanhypothesis;controls
severalvariables;collects,records,organisesanddescribestrendsindata;relatesfindingstothe
hypothesis;developsscientificexplanationsthatareconsistentwiththedata;andsuggestsspecific
changesthatwouldimprovethetechniquesusedorthedesignoftheinvestigation.
Communicationskills
Usesarangeofappropriatepsychologicalterminologyconsistentlytoexplainbehaviour,adapting
languagetosuitspecificaudiencesandpurposes.Explainsideasinaclear,accurateandlogicalway.
Conceptualknowledgeandunderstanding
Identifiesandexplainskeytheoreticalapproachesanddomainsinthefieldsofpsychologyrelatedtothe
wayhumansthink,feelandactindividuallyandinagroup.
Applyingconcepts
Makesdirectreferencetopsychologicaltheories,principlesandconceptstodescribeandexplainhuman
behaviourintheeverydayworld.
Investigativeskills
Plansandconductsinvestigationstakingintoaccountthemainvariables.Recognisestheneedforfair
testing.Collectsandorganisesdata.Summarisesandexplainspatternsinthedatainrelationtothe
researchprediction.Givesgeneralsuggestionsforimprovingtheinvestigation.
Communicationskills
Usessimplepsychologicalterminologyconsistentlytoaccuratelyexplainhumanbehaviour.
17
Conceptualknowledgeandunderstanding
Describestheoreticalapproachesanddomainsinthefieldsofpsychologyrelatedtothewayhumans
think,feelandactbothindividuallyandinagroup.
Applyingconcepts
Usesappropriatepsychologicaltermstodescribehumanbehaviourintheeverydayworld.
Investigativeskills
Plansinvestigations,withguidance,recognisingtheneedforfairtestinginmostinstances.Presents
simplescientificdatawithminorinaccuracies.Identifiessomepatternsinthedatatodescribesimple
findingsthathaveafewinaccuracies,butrelatetotheresearchprediction.Identifiesthemaindifficulties
experiencedinconductingtheinvestigation.
Communicationskills
Usessmallamountsofbasicpsychologicalterminologytodescribeandexplainhumanbehaviour.Plans,
rehearsesandconsiderscommunicationskills.Requiressomeframeworkstoorganiseideas.
Conceptualknowledgeandunderstanding
Recallsveryfewtheoreticalapproachesanddomainsinthefieldsofpsychology.
Applyingconcepts
Identifiespatternsofhumanbehaviouranddescribestheseusingpsychologicalterms.
Investigativeskills
Withguidance,identifiesthemainaspectsofascientificinvestigationandmakessimplepredictions.
Demonstratesminimalskillsinplanning,designing,organisingandexplaininginvestigationfindings.
Communicationskills
Usesminimalpsychologicalterminologytodescribehumanbehaviour.Needstobeprovidedwith
structuresandframeworkstoorganiseandconnectideas.