Comprehensive Learning Abilities for Educators and Organisations
Training and Support for Education Professionals
The move for learners from Year 11 to Year 12 will encounter the hurdle of increased expectations well beyond GCSE and for some students addressing the needs of the AS syllabus will seriously dent confidence in themselves and the expectation of others. The examination results for AS students are a double edged sword for both themselves and those centres so used to recording top grades and consequently, getting it right in the following three areas is critical. These are to prepare students well in advance of their A Level course, clearly explain the demands of the syllabus and then to offer a continued assessment of progress throughout.

Examples of teaching materials and courses in education

For those students continuing in Psychology to A2 the more demanding questions on Classification Systems in the Schizophrenia Section will not only offer them an opportunity to use their advanced knowledge of the material but also demonstrate their academic maturity in written skills as they approach a degree course using the following as an example.

“The effectiveness of classifications systems will rely heavily upon how well practitioners are able to diagnose and treat schizophrenia.”

Critically evaluate the source and implications of this comment using appropriate references and relevant empirical research. (25 marks)

These more demanding questions will bring into sharp focus the problematic nature of classification systems in the diagnosis and treatment of this serious psychosis. Arguments are many and varied but for most students the way forward in answering this question would be to up front the difficulties surrounding the clinical characteristics and identification of symptoms both positive and negative with assessments available through the US based Diagnostic Statistical Manual or the International Classification Directory devised as a guide for practitioners by the World Health Organisation. This will then offer an opportunity to discuss cultural bias gaining further credit from markers.

Although clinical characteristics or the obvious variance of the symptoms proposed by Schneider (1959) and Slater and Roth (1969) provide good ammunition for the lower AO1 marks, the argument needs to be developed constructively and critiqued in the accumulation of AO2 and AO3 marks. This is immediately accessible through calling in question the validity and reliability of classification systems leading to a considerably mark worthy examination of psychology as a science. Additionally, classification systems can be challenged even more comprehensively through the experience provided by Rosenhan (1973) “Being sane in insane places”’ or the confusion posed by co-morbidity which will allow a further disorder such as depression to be present alongside schizophrenia.


Teaching professionals are constantly confronted by changes as classroom teachers who must manage the increasing demands of their working environments as a result of changes in government policies, reduced funding provision, examination board syllabus or pressures of administrative reorganisation.

Getting everyone on board in addressing these changes, presented as a well structured and proactive leadership role responsibility can be an extremely challenging task. This would be especially so at an inset day where sessions are usually experienced by staff with a mixture of apathy and enthusiasm, expressed as either compliance or further support for the needs of the centre whilst at the same time, managing the needs of the curriculum, the aspirations of the students, the demands of parents, the requirements other staff and their own needs, as teaching professional who also have a life beyond a class register and a scheme of work.


Accommodating critical change through student involvement and the `rites of passage’ designed for Year 11 moving into an A Level environment. This is a transition demonstrating the need for applied learning techniques when facing the chasm that exists between the requirements of GCSE and the demands A Level. It would involve guidance in the cultivation of independent learning, coping with advanced level material, dealing with the novelty of free periods and managing time constructively as a learner just two years away from a degree course.
Delivering an holistic approach to leadership and practical team building through a cultural mechanism best described as the `we feeling’. Creating an experience of mutual support for all staff showcased within the historical significance of personal enterprise and the work of William Shakespeare. Giving them a `little touch of Harry in the night’ will demonstrate the contemporary relevance of a 400 year old leadership technique that turned certain defeat into the rout of a numerically superior enemy on the fields of France at Agincourt.
Cross curriculum initiatives in support of Co-Construction, Student Voice and Development Plans making useful additions to the maintenance of a teaching energy especially when progressed further within teams or departments


AS Compulsory Topics: Individual Difference, Physiological Stress and Social Psychology, Cognitive Psychology, Research Methods and Development Psychology

A2 Choice Topics: e.g. Schizophrenia, (Causality, Classification, Treatments and Diagnosis) Addictive Behaviour (Gambling, Smoking and Alcohol) Research and Scientific Methods (Students tasked to carrying out a small scale piece of research as a critical learning curve on completing their AS) Theories of Aggression, Eating Behaviours and Development of Gender

Assessment of team delivery conducted through customised schemes of work and lesson plans, using a roles and goals approach in preparing students to reach their full potential at AS and then to ensure that they are fully equip to deal with the demands of A2


A fully customised module designed to reflect the requirements of teaching professionals at all levels, containing an easy to implement format of relevant theories, additional research opportunities together with a practical guide to the writing up of notes for busy teachers.

The aim of this one day course is to unpack the differences between three A Level students who are similar in age range, ability and social background but are quite different in their approach to structured teaching and organised learning. The course is delivered within a fully interactive environment, using an exploration of the early development for these three not untypical 14 – 19 year old adolescent learners.


For many students the move from GCSE is a difficult yet not unattainable transition in their application of learning, whilst for others the progression from the familiar teacher-led sessions into more disciplined study within a broader canvas of research, can often become a daunting experience to be endured alongside the implored requests for independent learning. How this essential student need is encouraged and nurtured into academic maturity is addressed using case studies, activities and a hands-on teaching practitioner approach.


This is an introductory event for Year 12 opening on “Results Day” a short documentary film exploring and explaining the highs and lows for those who started their AS Course last year `just as you are doing today’.

Presenter and Year 13 Play Away Team using instant role plays to demonstrate the following examples used to engage with the cultural change of A Level:
A Level as a long way from GCSE
Biology Swings and Chemistry Rocks
Maths as a modern language
The Time Lords of Economics
Working with Environmental Geographers
Exploring cultures of our past
Persuasion and Negotiation
Transactional Analysis for A Level Students
Psychometric Testing
`I’m OK - You’re OK’
Getting involved with life long learning
Classroom teaching transference

Paintings Courtesy of the Springville Museum of Art, Springville Utah
After the Days Work (1949) by Mikhial Bozhi and Rye is Almost Ready by Vyachesla Fedorov (1955)