PSYCHOLOGY

ATAR COURSE

Year 11 syllabus

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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.

Psychology | ATAR| Year 11 syllabus

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.

Psychology | ATAR| Year 11 syllabus

Organisation
ThiscourseisorganisedintoaYear11syllabusandaYear12syllabus.Thecognitivecomplexityofthe
syllabuscontentincreasesfromYear11toYear12.

Structure of the syllabus

TheYear11syllabusisdividedintotwounits,eachofonesemesterduration,whicharetypicallydeliveredas
apair.Thenotionaltimeforeachunitis55classcontacthours.

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

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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.

Progression from the Year 7-10 curriculum

Thissyllabuscontinuestodevelopscienceinquiryskills,buildingonthoseacquiredintheYear710Science
Curriculum.Scienceinquiryinvolvesidentifyingandposingquestions;planning,conductingandreflectingon
investigations;processing,analysingandinterpretingdata;andcommunicatingfindings.Scienceinquiryis
alsoconcernedwithevaluatingclaims,investigatingideas,solvingproblems,reasoning,drawingvalid
conclusions,anddevelopingevidencebasedarguments.
Investigationsinpsychologyareactivitiesinwhichideas,predictionsorhypothesesaretestedand
conclusionsaredrawninresponsetoaquestionorproblem.Thecollectionandanalysisofdatatoprovide
evidenceplaysamajorrole.Thiscaninvolvecollectingorextractinginformationandreorganisingdatainthe
formoftables,graphs,flowcharts,diagrams,text,keys,spreadsheetsanddatabases.Theanalysisofdatato
identifyandselectevidence,andthecommunicationoffindings,involvetheselection,constructionanduse
ofspecificrepresentations,includingmathematicalrelationships,symbolsanddiagrams.

Psychology | ATAR| Year 11 syllabus

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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.

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Ethicalunderstanding
Inthiscourse,studentslearnaboutkeypsychologicaltheoriesandthewayinwhichtherights,integrityand
proprietyofpeople,whoarethesubjectofpsychologicalresearch,areheldinhighregard.Studentsdevelop
thecapacitytoformandmakeethicaljudgementsthroughthestudyofethicsinpsychology,andexplore
andapplyethicalguidelinesastheyengageinplanning,conducting,processingandevaluatingpsychological
research.

Interculturalunderstanding
Culturalattitudesandperspectivesareimportantinfluencesonbehaviourandrelationshipdevelopment.
Studentsexaminehowcultureimpactsonbeliefs,attitudesandpractices.

Representation of the cross-curriculum priorities

Thecrosscurriculumprioritiesaddresscontemporaryissueswhichstudentsfaceinaglobalisedworld.
Teachersmayfindopportunitiestoincorporatetheprioritiesintotheteachingandlearningprogramforthe
PsychologyATARcourse.Thecrosscurriculumprioritiesarenotassessedunlesstheyareidentifiedwithin
thespecifiedunitcontent.

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.

Psychology | ATAR| Year 11 syllabus

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

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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

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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

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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

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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

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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

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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.

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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.

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16

Appendix 1 Grade descriptions Year 11

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.

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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.

Psychology | ATAR| Year 11 syllabus