Psychology

    WJEC
    GCSE

    Specification: C510U

    Psychology explores why we think, feel and behave the way we do. From cognitive processes to social behaviour, you'll learn about key approaches, research methods and how to evaluate psychological studies.

    12

    Topics

    91

    Objectives

    72

    Exam Tips

    69

    Pitfalls

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    Study Guides

    5 revision guides for WJEC GCSE Psychology

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    Key Features

    • Understand key approaches
    • Evaluate research studies
    • Apply psychology to real life
    • Analyse psychological debates

    Assessment Objectives

    AO1
    35%

    Demonstrate knowledge and understanding of psychological ideas, processes and procedures

    AO2
    35%

    Apply knowledge and understanding of psychological ideas, processes and procedures

    AO3
    30%

    Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions

    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

    WJEC
    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

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Confusing the definitions of 'assimilation' (adding to schema) and 'accommodation' (changing schema)
    • •Describing the procedure of the Three Mountains Task when asked for the findings or conclusion
    • •Failing to distinguish between 'process praise' and 'person praise' in the context of Gunderson et al.
    • •Providing generic educational advice rather than applying Willingham’s specific theory on factual knowledge preceding skill
    • •Confusing 'capacity' (how much) with 'duration' (how long) when describing sensory or short-term memory
    • •Conflating the findings of Miller (7+/-2 items) with Peterson & Peterson (18-30 seconds)
    • •Describing the *procedure* of a study when the question asks for the *results* or *conclusion*
    • •Providing generic evaluation points (e.g., 'it was unethical') without specific justification related to the study design

    Top Examiner Tips

    Expert advice for exam success

    • •In 9-mark questions, structure your response with a brief theory outline (AO1) followed by three distinct evaluation points (AO3) using the PEE structure
    • •When answering scenario questions, explicitly quote or refer to details in the text to secure AO2 marks
    • •Memorise the specific age ranges for Piaget’s four stages; incorrect ages often cap marks in descriptive questions
    • •Differentiate clearly between a 'theory' (explanation of behaviour) and a 'study' (research evidence) to avoid rubric errors
    • •When evaluating studies, use the GRAVE acronym (Generalisability, Reliability, Application, Validity, Ethics) to structure points
    • •For 'Explain' questions based on a scenario, ensure every theoretical point is 'hooked' to a specific quote or detail from the stimulus
    • •Distinguish clearly between the Multi-Store Model (structural) and Reconstructive Memory (functional/schema-based)
    • •Allocate 1 minute per mark; do not over-write for 2-mark description questions

    Specification Topics

    12 topics

    Development

    10 objectives8 tips8 pitfalls2 subtopics

    Memory

    11 objectives8 tips8 pitfalls2 subtopics

    Psychological Problems

    10 objectives8 tips8 pitfalls2 subtopics

    The Brain and Neuropsychology

    5 objectives4 tips4 pitfalls

    Social Influence

    10 objectives8 tips8 pitfalls2 subtopics

    Research Methods

    10 objectives8 tips8 pitfalls2 subtopics

    Criminal Psychology

    5 objectives4 tips3 pitfalls

    The Self

    5 objectives4 tips4 pitfalls

    Perception

    10 objectives8 tips8 pitfalls2 subtopics

    Sleep and Dreaming

    5 objectives4 tips3 pitfalls

    Language, Thought and Communication

    5 objectives4 tips4 pitfalls

    Brain and Neuropsychology

    5 objectives4 tips3 pitfalls

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