Edexcel GCSE Psychology
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Course 1PS0Official specification (opens in a new tab)
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Explore your topics
23 study areas
Paper 1 (Topics 1–5)11 study areas
- Development12 objectives
- Topic 1: Development - 1.2 Studies9 objectives
- Issues and debates18 objectives
- Memory15 objectives
- Topic 2: Memory - 2.2 Studies9 objectives
- Psychological problems27 objectives
- Studies9 objectives
- The brain and neuropsychology12 objectives
- Topic 4: The brain and neuropsychology - 4.2 Studies9 objectives
- Social influence18 objectives
- Topic 5: Social influence - 5.2 Studies9 objectives
Paper 2 (Research methods and optional topics)13 study areas
Development
Issues and debates18 objectives- Designing psychological research51 objectives
- Data analysis15 objectives
- Criminal psychology12 objectives
- Topic 6: Criminal psychology - 6.2 Studies9 objectives
- The self18 objectives
- Topic 7: The self - 7.2 Studies9 objectives
- Perception12 objectives
- Topic 8: Perception - 8.2 Studies9 objectives
- Sleep and dreaming15 objectives
- Topic 9: Sleep and dreaming - 9.2 Studies9 objectives
- Language, thought and communication15 objectives
12 of 13 shown
Assessment and exam guidance
What Gets Top Grades
A*/Grade 9
Knowledge & Understanding
Demonstrates comprehensive and accurate knowledge
- Uses correct subject-specific terminology
- Shows detailed understanding of concepts
- Makes accurate connections between topics
- Demonstrates depth beyond surface-level knowledge
Application
Applies knowledge effectively to new contexts
- Selects relevant knowledge for the question
- Adapts understanding to unfamiliar scenarios
- Uses examples appropriately
- Shows awareness of context
Analysis & Evaluation
Develops sophisticated analytical arguments
- Constructs logical chains of reasoning
- Considers multiple perspectives
- Weighs evidence to reach justified conclusions
- Acknowledges limitations and nuances
Key Command Words
Pearson Edexcel
State
1 mark
Give a single fact or term
Identify
1 mark
Name, select, or recognise
Outline
2 marks
Set out main features briefly
Describe
2-4 marks
Give an account of what something is like or what happens
Explain
3-6 marks
Give reasons with developed cause→effect chains
Compare
2-4 marks
State similarities AND differences (both required)
Analyse
6-9 marks
Examine in detail showing cause→effect→consequence chains
Evaluate
6-12 marks
Weigh up BOTH sides, reach JUSTIFIED conclusion
Assess
6-12 marks
Make judgments about importance with justification
Calculate
2-4 marks
Show formula→substitution→calculation→answer with units
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Mistaking the functions of the cerebellum and the cerebrum; the cerebellum controls motor coordination and balance, whereas the cerebrum (part of the forebrain) controls higher cognitive functions.
- •Believing the midbrain is responsible for complex thought; the midbrain primarily acts as a relay station for sensory and motor information, not higher-order thinking.
- •Confusing the medulla with the spinal cord; the medulla is a specific structure in the hindbrain that controls autonomic functions like breathing, while the spinal cord transmits neural signals.
- •Confusing assimilation and accommodation; assimilation adds to an existing schema without changing its core, whereas accommodation fundamentally alters the schema or creates a new one.
- •Assuming the stages can occur in any order; Piaget argued that the four stages of cognitive development are invariant and must occur in a strict sequence.
- •Believing equilibrium is a permanent state; equilibrium is a temporary state of cognitive balance that is disrupted by new, conflicting information, prompting further learning.
- •Confusing fixed and growth mindsets; the correction is to remember that a fixed mindset means unchangeable, while a growth mindset implies development over time.
- •Assuming that praising intelligence is beneficial; the correction is to understand that Dweck advocates praising effort to encourage a growth mindset.
Top Examiner Tips
Expert advice for exam success
- •Use the mnemonic 'CereBELLum' to remember it helps you balance, like a bell swinging.
- •When describing the medulla, always specify that it controls 'involuntary' or 'autonomic' functions rather than just 'body functions'.
- •Ensure you can identify the relative locations of the forebrain, midbrain, and hindbrain on a diagram of early brain development.
- •Provide a concrete example, such as a child calling a horse a 'dog' (assimilation) before learning the new word (accommodation), to clearly distinguish the two processes.
- •Memorise the exact names and chronological order of the four stages: sensorimotor, pre-operational, concrete operational, and formal operational.
- •When evaluating Piaget's theory, contrast his idea of independent discovery learning with Vygotsky's emphasis on social interaction to highlight a theoretical weakness.
- •Use concrete examples of praise, such as 'you worked really hard on that', to illustrate how to foster a growth mindset.
- •When evaluating the theory, ensure you provide both a strength and a weakness to achieve full marks in extended response questions.
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