Psychology. Unit 1APSY. Learning contexts Behaviour

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1 Psychology Unit 1APSY Learning contexts Behaviour This sample unit package contains a teaching program an assessment outline assessment tasks and marking keys 2008/17084[v4] 1

2 Copyright Curriculum Council, 2008 This document apart from any third party copyright material contained in it may be freely copied, or communicated on an intranet, for non-commercial purposes by educational institutions, provided that it is not changed in any way and that the Curriculum Council is acknowledged as the copyright owner. Teachers in schools offering the Western Australian Certificate of Education (WACE) may change the document, provided that the Curriculum Council s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the Curriculum Council. Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright owners. Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the course. 2

3 Teaching progam Psychology Unit 1APSY Week Syllabus Learning program Resources Assessment 1 2 Planning and conducting psychological research psychology as a scientific endeavour to describe and explain how we think, feel and act terminology psychologist and psychiatrist ethics in psychology research o informed consent o confidentiality o voluntary participation. Social psychology the concept of group o how groups are formed o how groups work individuals and groups o self-concept and group membership o social identity behaviour in groups o diffusion of responsibility o social influence. Introduction and expectations overview of course outcomes and standards assessment portfolio time management and study program. Read Hackett Workbook, pp.1 9 Complete Hackett Workbook activities, pp What is psychology? Read Fletcher & Garton, pp Start a glossary of terms Social psychology Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 1: Response Critical review outline task requirements model a review of an article as a class activity provide a variety of articles related to the topic groups (2 4 students) select an article to review discuss each group s response to a particular article students write a review of a text selected from a range of texts provided by the teacher. They complete the task in class under supervised conditions. and society Workbook Stage 1: Units 1A and 1B Alloway, T., Wilson, G., & Graham, J. (2005). Sniffy the virtual rat (Lite version 2.0). Canada: Thomson Wadsworth. and society, Companion website. nce/ and 1B and society, Companion website. Task 1: Critical review Social psychology 3

4 Week Syllabus Learning program Resources Assessment 3 Communication non-verbal communication o body language o gestures o physical distance o facial expressions o touch and smell language and components of language o sounds o form o content and use. Planning and conducting psychological research ethics in psychology research o informed consent o confidentiality o voluntary participation psychological research o cross-sectional and longitudinal research designs uses and limitations data collection o qualitative methods o quantitative methods. Communication Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Planning and conducting psychological research Read Hackett Workbook, Ethical issues, p. 84 Research designs uses and limitations cross sectional research longitudinal research. Show ABC DVD Life at one (Relates to a current Australian longitudinal study) Discuss DVD Read Hackett Workbook, Planning an investigation, p. 84 Data collection using a Likert scale. Read Kendall Jump Start, pp Practice exercises for investigating Terminology add new words to glossary of terms. ABC DVD Life at One Alloway, T., Wilson, G., & Graham, J. (2005). Sniffy the virtual rat (Lite version 2.0). Canada: Thomson Wadsworth. and 1B Kendall, K. (2007). Jump Start: Units 3 and 4 VCE Psychology. VIC: Nelson. and society, Companion website. nce/ 4

5 Week Syllabus Learning program Resources Assessment Processing and evaluating psychological research displaying quantitative data tables, graphs and diagrams data interpretation o mean o median o mode o range conclusions related to patterns in the data. Biological influences biological bases of behaviour major parts of the brain o hindbrain o midbrain o forebrain left and right hemispheres and their influence on behaviour corpus callosum. Cognition meaning of o cognition o sensation o perception o attention span o memory. Processing and evaluating psychological research Read Fletcher & Garton, pp , Read Hackett, pp Terminology add new words to glossary of terms. Task 2: Investigation outline requirements conduct class investigation and collect data summarise and analyse data complete scientific report in class under supervised conditions. Biological influences Read Fletcher & Garton, pp Complete Hackett workbook activities, pp Refer to Companion website, complete activities Cognition Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 3: Test and 1B and 1B and society, Companion website and 1B and society, Companion website Task 2: Investigation Task 3: Test 5

6 Week Syllabus Learning program Resources Assessment Developmental psychology changes with age concept of average development nature / nurture debate ways of studying influences on development o twin studies o adoption studies. The psychology of personality defining personality and factors affecting the development of personality personality differences and behaviour measuring personality o self-report inventories o projective personality tests. Culture race and culture o cultural diversity o cultures as social groups o cross-cultural studies racism o causes of prejudice o reducing prejudice. Developmental psychology Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 4: Response Research essay outline requirements start research for essay. The psychology of personality Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Complete Fletcher & Garton, pp Task 4: Response Research essay research for essay in-class essay (using one page of notes). Culture Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 5: Critical review Race, culture and prejudice students select a text to review check with teacher complete the critical review of the text as an inclass assessment (under supervised conditions). and 1B. and society, Companion website. and 1B. and society, Companion website. Any relevant DVD material could be viewed here to generate critical observation and discussion. Extreme sport audio-visual such as ABC DVD Nerves of Steel. and 1B. and society, Companion website. Task 4: Research essay: Extreme sports Task 5: Critical review Race, culture and prejudice 6

7 Week Syllabus Learning program Resources Assessment 10 Relational influences friendships o friendship formation o the importance of friendship peer acceptance and popularity o factors affecting acceptance and popularity influences on social behaviour o attributions o attitudes about others. Relational influences Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 6: Production / Performance Measurement instrument PowerPoint outline requirements research measuring instruments. Refer to Hackett Workbook, p. 86 and 1B. and society, Companion website. 11 Social values and practices social values o cultural expectations o gender roles. Social values and practices Read Fletcher & Garton, pp Complete Hackett Workbook activities, pp Refer to Companion website, complete activities Task 6: Production / Performance Measurement instrument PowerPoint research social values. and 1B. and society, Companion website. 12 Social values and practices social values o cultural expectations o gender roles. Task 6: Production / Performance Measurement instrument PowerPoint continue research prepare PowerPoint presentation. and 1B. and society, Companion website. 7

8 Week Syllabus Learning program Resources Assessment Social, historical and political influences impact of social events, disasters and conflicts on the way we think, feel and behave. 15 Examination Task 6: Production / Performance Measurement instrument PowerPoint complete PowerPoint presentation students present their PowerPoint. Unit reflection and self-evaluation Task 7: Test and 1B. and society, Companion website. Task 6: Measurement instrument PowerPoint Task 7: Test 8

9 Suggested resources: The resources cited in this document are provided as examples of resources that teachers can use to support their teaching. Their inclusion does not imply that they are mandatory, preferred or that they are the only resources relevant to the course. Texts and journals and 1B. Hill, G. (2001). Oxford revision guides: AS & A level psychology through diagrams. Great Britain: Oxford University Press. Kendall, K. (2007). Jump Start: Units 3 and 4 VCE Psychology. VIC: Nelson. Websites Curriculum Council Course support document: Ethical guidelines for the teaching of psychology in Western Australian schools. Access via Alloway, T., Wilson, G., & Graham, J. (2005). Sniffy the virtual rat (Lite version 2.0). Canada: Thomson Wadsworth. Multimedia Jeffcoat, K., et al. (2004). PsychNow! Interactive experiences in psychology. Version 2.0. [CD-ROM]. Thomson Wadsworth. (Interactive DVD that covers aspects of research methods and critical thinking as well as some content from the 10 content organisers) Marcom Projects (2001) Remembering and forgetting and cognitive processes [DVD] Marcom Projects(1997)The Brain teaching modules Memory and amnesia [DVD] Marcom Projects (1999) The mind teaching modules Language and communication [DVD] Weiten, W. (2008) Psyk.Trek 3.0: A multimedia introduction to psychology 9

10 Assessment outline Psychology Unit 1A Behaviour Assessment type Assessment type weightings Task weightings Assessment task Content Outcomes Timeline coverage (week) O1 O2 O3 O4 Investigation Research work in which students plan, conduct and communicate the results of an investigation (30%) 20 30% 30% Task 2: Investigation Social psychology, communication, research methods 4 Response Application of skills and understandings in analysing and responding to sources 5% 5% Task 1: Critical review Task 5: Critical review Research methods 1 Culture 9 Production / Performance Practical tasks designed to assess a range of skills related to the application of psychological understandings Examination Questions related to psychological terminology, concepts and research methods. (30%) 20 30% (30%) 30 40% (10%) 0 20% 10% 5% 5% 30% Task 4: Research essay: Extreme sports Task 3: Test Task 7: Test Task 6: Measurement instrument PowerPoint Biological influences, cognition, psychology of personality, social psychology, relational influences, culture, social values and practices Research methods, social psychology, communication, biological influences, cognition Developmental psychology, psychology of personality, culture, relational influences, social values and practice, social, historical and political influences Relational influences Social values % Examination Unit 1A 15 10

11 Sample assessment task Unit 1APSY TYPE: OUTCOMES: CONTENT: Response Outcome 1: Psychological understandings; Outcome 3: Applying and relating psychological understandings; Outcome 4: Communication in psychology Research methods UNIT CONTEXT: Behaviour TASK 1: Critical review (5%) This task requires you to write a critical review of a text selected from a range of texts provided by your teacher e.g. a journal article, academic report, website, pamphlet or an extract from a psychology reference book. The text will be based on psychological research methods and study related to this context that you have undertaken. The critical review will be conducted as an in-class assessment, under supervised conditions. Your review should: state the title of the text, text type and date of publication provide information about the author, their qualifications and purpose for writing the text identify the sources of the author s information and explain why the author has selected these sources identify and summarise the main ideas analyse the text to answer the following questions: How logical is the argument presented in the text? How does it link to psychological theories? How credible is the text? How is the text supported by evidence or examples? evaluate the effectiveness of the text in terms of its contribution to psychology. Timeframe: One lesson to write the critical review. Requirements for assessment Due dates Printed copy of the text with your name and reference source written in the top right-hand corner Critical review (completed as in-class assessment) Marking key Psychology: Sample unit package Unit 1A (updated October 2011) 11

12 Sample marking key: Task 1 Unit 1APSY Response: Critical review (5%) Student name: Date: Criteria Possible mark Text details 1 correctly states the title of the text, identifies the text type, publication and date of publication 1 Author/Purpose 5 identifies the author/s of text 1 states the author s qualifications and makes relevant comments on their expertise on the topic of the text 2 states author s qualifications 1 identifies the author s purpose for writing the text and provides supportive reasoning 2 suggests a relevant purpose for writing the text 1 Sources 3 identifies sources of information cited by the author in the text 1 explains how the author uses these sources to support their viewpoint 2 describes the sources but does not elaborate on why the author has included these in the text 1 Main ideas 3 identifies the main ideas of the text and concisely summarises them 3 identifies several points with some or weak links to the topic 2 identifies one or more points with little or no links to the topic 1 Analysis 9 clearly explains the logic of the content of the text 2 provides an explanation but it is not clear 1 makes links to relevant psychological theories 2 refers to psychological theories, without making a link 1 makes sound scientific judgements about the credibility of the text 3 refers to general knowledge gained from non-scientific sources 2 provides own opinion without any scientific basis 1 discusses evidence or examples that support the validity of the conclusions 2 provides evidence or examples but these are not related to the conclusion 1 Evaluation 4 makes a judgement as to how the text contributes to psychology 2 makes a judgement about the text 1 provides evidence from the text to support judgement 2 provides an opinion to support judgement 1 Mark Total /25 Comment 12 Psychology: Sample unit package Unit 1A (updated October 2011)

13 Ethically Approved Investigation Task 2: Psychology Unit 1APSY Investigation See approved Investigations Guidelines document on the course page of the Curriculum Council website and contact the Psychology Curriculum and Assessment officer to receive this material. Psychology: Sample unit package Unit 1A (updated October 2011) 13

14 Sample assessment task Unit 1APSY TYPE: OUTCOMES: CONTENT: Investigation UNIT CONTEXT: Behaviour Outcome 1: Psychological understandings; Outcome 2: Investigating in psychology; Outcome 4: Communication in psychology Social psychology, communication, research methods Task 2: Investigation (30%) This task requires you to write a scientific report on an investigation you will conduct using a Likert scale to measure student attitudes towards wearing school uniforms. Your scientific report will need to include: introduction method results discussion of results conclusion. Timeframe: One week. The investigation will be conducted and written up in class. Requirements for assessment Due dates Scientific report Marking key 14 Psychology: Sample unit package Unit 1A (updated October 2011)

15 Sample marking key: Task 2 Unit 1APSY Investigation: Scientific report (30%) Student name: Date: Possible Criteria mark Introduction 2 states an operational hypothesis 2 provides an aim/hypothesis that is not operational 1 Method 5 describes participants in sufficient detail to be replicated e.g. number, age, gender 2 describes the selection process describes participants and the selection process with insufficient detail 1 describes the procedure including: o addresses anonymity 3 o describes task in sufficient detail to be replicated o describes the collection, collation and presentation of questionnaire results omits one or more aspects of the procedure 1 2 Results 8 organises all relevant data logically in correctly labelled tables o correctly organises table 3 o correctly labels table including units where appropriate o includes relevant data omits one or more aspects of the table 1 2 presents data in a graph o correctly graphs data 3 o uses appropriate labelling o uses appropriate titles omits one or more aspects of the graph 1 2 provides an accurate summary of the data 2 briefly states results of the investigation 1 Discussion 11 discusses the results of the investigation, relates the results to the hypothesis and 4 explains how they relate to relevant psychological theories discusses the results of the research, comments on the hypothesis and describes 3 relevant psychological theories describes what happened in the investigation and cites relevant psychological theories 2 describes what happened in the investigation 1 evaluates the investigation design: o explicitly explains how variables are controlled 1 3 o discusses any methodological flaws o explains steps taken to ensure reliability and how it could be improved discusses ethical issues and describes how these were addressed 2 refers to ethical issues that were considered in the investigation 1 makes accurate conclusions that relate to the hypothesis or research question 2 forms an accurate conclusion but does not relate it to the hypothesis or research 1 question Scientific report 4 uses relevant report conventions e.g. titles and subtitles uses scientific language 1 4 presents information in a logical manner appends questionnaire Mark Total mark /30 Comment Psychology: Sample unit package Unit 1A (updated October 2011) 15

16 Sample assessment task Unit 1APSY TYPE: OUTCOMES: CONTENT: Response UNIT CONTEXT: Behaviour Outcome 1: Psychological understandings; Outcome 3: Applying and relating psychological understandings; Outcome 4: Communication in psychology Biological influences, cognition, psychology of personality, social psychology, relational influences, culture, social values and practices Task 4: Research essay Extreme sports (10%) This task requires you to research the psychological factors that are typical of people who engage in extreme sports. Based on this research, you will write an essay in class with the aid of one page of notes, under supervised conditions. You will need to: define extreme sports provide examples of extreme sports (individual, group) describe the behaviour(s) observed when someone engages in extreme sports discuss the psychological characteristics of people who engage in extreme sports e.g. biological, cognitive, age and development, personality explain how group and societal factors influence people who participate in extreme sports. Timeframe: Two weeks for preparation and one lesson to write the essay. Requirements for assessment Due dates Essay Marking key 16 Psychology: Sample unit package Unit 1A (updated October 2011)

17 Sample marking key: Task 4 Unit 1APSY Research essay: Extreme sports (10%) Criteria Possible mark Introduction 5 provides a psychological definition of extreme sports, provides relevant examples and makes links to psychological concepts such as biological factors, cognition, 4 5 developmental stage, personality provides a psychological definition of extreme sports and provides relevant examples 3 provides a brief definition of extreme sports 2 makes general comments about extreme sports 1 Behaviours associated with extreme sports 6 identifies and elaborates on observable behaviours associated with extreme sports, and supports with real life examples 5 6 identifies and describes observable behaviours associated with extreme sports 3 4 identifies observable behaviours associated with extreme sports 1 2 Psychological characteristics 6 discusses psychological characteristics of people who engage in extreme sports relating these to psychological concepts e.g. biological, cognitive, age and development, 5 6 personality describes psychological characteristics of people who engage in extreme sports, relating these to psychological concepts e.g. biological, cognitive, age and development, 3 4 personality identifies and describes psychological characteristics of people who engage in extreme sports 1 2 Group and societal factors that influence participation in extreme sports 6 discusses and elaborates on group factors that influence participation in extreme sports 3 describes group factors that influence participation in extreme sports 2 identifies group factors that influence participation in extreme sports 1 discusses and elaborates on societal factors that influence participation in extreme sports 3 describes societal factors that influence participation in extreme sports 2 identifies societal factors that influence participation in extreme sports 1 Conclusion 2 makes a broad summarising statement about participation in extreme sports and supports the statement with psychological concepts 2 makes a broad summarising statement about participation in extreme sports 1 Mark Total mark /25 Comment Psychology: Sample unit package Unit 1A (updated October 2011) 17

18 Sample assessment task Unit 1APSY TYPE: OUTCOMES: CONTENT: Response Outcome 1: Psychological understandings; Outcome 3: Applying and relating psychological understandings; Outcome 4: Communication in psychology Culture UNIT CONTEXT: Behaviour Task 5: Critical review (5%) This task requires you to write a critical review of a text you have selected e.g. a journal article, academic report, website, pamphlet or an extract from a psychology reference book. The text will be based on culture and study you have undertaken in relation to this topic. The critical review will be written in class under supervised conditions. Your review should: state the title of the text, text type and date of publication provide information about the author, their qualifications and purpose for writing the text identify the sources of the author s information and explain why the author has selected these sources identify and summarise the main ideas analyse the text to answer the following questions: How logical is the argument presented in the text? How does it link to psychological theories? How credible is the text? How is the text supported by evidence or examples? evaluate the effectiveness of the text in terms of its contribution to psychology. Timeframe: One week for preparation and one lesson to write the critical review. Requirements for assessment Due dates Printed copy of the text with your name and reference source written in the top right-hand corner Critical review (completed as in-class assessment) Marking key 18 Psychology: Sample unit package Unit 1A (updated October 2011)

19 Sample marking key: Task 5 Unit 1APSY Response: Critical review (5%) Student name: Date: Criteria Possible mark Text details 1 correctly states the title of the text, identifies the text type, publication and date of publication 1 Author/Purpose 5 identifies the author/s of text 1 states the author s qualifications and makes relevant comments on their expertise on the topic of the text 2 states author s qualifications 1 identifies the author s purpose for writing the text and provides supportive reasoning 2 suggests a relevant purpose for writing the text 1 Sources 3 identifies sources of information cited by the author in the text 1 explains how the author uses these sources to support their viewpoint 2 describes the sources but does not elaborate on why the author has included these in the text 1 Main ideas 3 identifies the main ideas of the text and concisely summarises them 3 identifies several points with some or weak links to the topic 2 identifies one or more points with little or no links to the topic 1 Analysis 9 clearly explains the logic of the content of the text 2 provides an explanation but it is not clear 1 makes links to relevant psychological theories 2 refers to psychological theories, without making a link 1 makes sound scientific judgements about the credibility of the text 3 refers to general knowledge gained from non-scientific sources 2 provides own opinion without any scientific basis 1 discusses evidence or examples that support the validity of the conclusions 2 provides evidence or examples but these are not related to the conclusion 1 Evaluation 4 makes a judgement as to how the text contributes to psychology 2 makes a judgement about the text 1 provides evidence from the text to support judgement 2 provides an opinion to support judgement 1 Mark Total /25 Comment Psychology: Sample unit package Unit 1A (updated October 2011) 19

20 Sample assessment task Unit 1APSY TYPE: OUTCOMES: CONTENT: UNIT CONTEXT: Behaviour Production/Performance Outcome 1: Psychological understandings; Outcome 3: Applying and relating psychological understandings; Outcome 4: Communication in psychology Social values and practices, culture Task 6: Measurement instrument PowerPoint (30%) The Australian Institute of Sport (AIS) is investigating the influence of gender role expectations on participation in sport. As a consultant to the Institute, you have been asked to consider relevant measuring instruments, and to design and trial a measuring instrument that the AIS could use to screen adolescents to obtain data about their social values, gender role expectations and attitudes towards elite athletes. This task requires you to present your findings and your design to the management team of the Institute through a PowerPoint presentation. Your presentation should: explain how attitudes, social values and gender role expectations influence behaviour present some examples of how psychologists measure attitudes, social values and gender role expectations discuss strengths and weaknesses of these measuring instruments include the measuring instrument you have designed to measure attitudes, social values or gender role expectations explain the design features of your measuring instrument. Timeframe: Four weeks some class time will be allocated to this task. Requirements for assessment Due dates PowerPoint presentation Measurement instrument and trial data Marking key 20 Psychology: Sample unit package Unit 1A (updated October 2011)

21 Sample marking key: Task 6 Unit 1APSY Production / Performance: Measurement instrument PowerPoint (30%) Student name: Date: Possible Mark Criteria Mark Introduction 5 states purpose of presentation and relates to social values, attitudes and gender role 1 2 expectations describes the most suitable types of instruments used to measure social values, attitudes and gender role expectations and prefaces the measurement instrument 1 3 they have designed Psychological background 6 discusses the influence of social values on behaviour 1 2 discusses the influence of attitudes on behaviour 1 2 discusses the influence of gender role expectations on behaviour 1 2 Measuring tools 8 identifies types of measuring instruments and clearly explains how these tools work 1 3 discusses strengths and weaknesses of measuring instruments 1 3 provides examples of how these instruments are used to measure attitudes, social 1 2 values or gender role expectations Design of the measuring instrument 10 chooses an appropriate type of measuring instrument and clearly explains how it 1 3 can be used to obtain information uses an appropriate length of the measuring instrument 1 2 identifies an appropriate amount of time to collect data addresses the psychological information required uses appropriate wording of questions 1 3 constructs questions to gain unbiased information uses appropriate structure and layout 1 2 uses appropriate response format Conclusion 11 summarises key points 1 3 reviews the usefulness of the measuring instrument 1 3 makes relevant links to psychological concepts 1 3 clearly relates to the project being conducted by the Institute 1 2 Communication skills / PowerPoint presentation 5 uses text effectively e.g. font size and amount of print per page 1 organises information in a clear, logical way 1 delivers information in a professional manner e.g. volume, pace, speaking rather 1 than reading selects graphics to enhance the content of the presentation 1 uses appropriate language to communicate ideas clearly 1 Total /45 Comment Psychology: Sample unit package Unit 1A (updated October 2011) 21

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