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GCSESpecification

PsychologyShort Course for exams June 2014 onwards

and certification June 2014 onwards

Full Course for exams June 2014 onwards

and certification June 201 onwards4

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This specication will be published annually on our website (http://www.aqa.org.uk). We will notiy centres in writingo any changes to this specication. We will also publish changes on our website. The version o the specication on ourwebsite will always be the most up-to-date version, although it may be dierent rom printed versions.

Vertical black lines indicate a signicant change or addition to the previous version o this specication.

You can get urther copies o this specication rom:

AQA Logistics Centre (Manchester)Unit 2Wheel Forge Way

Ashburton ParkTraord ParkManchesterM17 1EH

or you can download it rom our website (http://www.aqa.org.uk)

Copyright 2012 AQA and its licensors. All rights reserved.

COPYRIGHTAQA retains the copyright on all its publications, including the specications.However, registered centres or AQA are permitted to copy material rom this specication booklet or their own internal use.

The Assessment and Qualications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a

registered charity (number 1073334).

Registered address AQA, Devas Street, Manchester M15 6EX.
http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/

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GCSE Psychology or certifcation rom June 2014 onwards (version 1.0)

Contents

1 Introduction 2

1.1 Why choose AQA? 21.2 Why choose Psychology? 2

1.3 How do I start using this specication? 3

1.4 How can I nd out more? 3

2 Specication at a Glance 4

3 Subject Content 5

3.1 Unit 1 Making Sense o Other People (41801) 5

3.2 Unit 2 Understanding Other People (41802) 7

4 Scheme o Assessment 10

4.1 Aims and learning outcomes 10

4.2 Assessment Objectives 10

4.3 National criteria 11

4.4 Prior learning 11

4.5 Access to assessment: diversity and inclusion 11

5 Administration 12

5.1 Availability o assessment units and certication 12

5.2 Entries 12

5.3 Private candidates 12

5.4 Access arrangements and special consideration 12

5.5 Language o examinations 13

5.6 Qualication titles 13

5.7 Awarding grades and reporting results 13

5.8 Examination Series 14

Appendices 15

A Grade Descriptions 15

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues, and

Health and Saety Considerations 16

C Overlaps with other Qualications 17

D Wider Key Skills 18

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1 Introduction

1.1 Why choose AQA?

AQA is the UKs avourite exam board and morestudents receive their academic qualications romAQA than rom any other board. But why is AQA sopopular?

AQA understands the dierent requirements o eachsubject by working in partnership with teachers. OurGCSEs:

enable students to realise their ull potential

contain engaging content

are manageable or schools and colleges

are accessible to students o all levels o ability

lead to accurate results, delivered on time are aordable and value or money.

AQA provides a comprehensive range o supportservices or teachers:

access to subject departments

training or teachers including practical teachingstrategies and approaches that really workpresented by senior examiners

24-hour support through our website and onlineAsk AQA

past question papers and mark schemes

comprehensive printed and electronic resourcesor teachers and students

AQA is an educational charity ocused on the needso the learner. All our income goes towards operatingand improving the quality o our specications,examinations and support services. We dont aim toprot rom education we want you to.

I you are an existing customer then we thank you oryour support. I you are thinking o moving to AQAthen we look orward to welcoming you.

1.2 Why choose Psychology?

The revised specication will provide students witha sound understanding o the various methodsand approaches in psychology at an introductorylevel.

Knowledge o methods and approaches will beillustrated through various topic areas representingthe core areas o social, cognitive, developmental,biological and individual dierences.

The topic areas have been chosen because otheir importance and prominence within the core

area and their relevance to everyday lie.

The specication requires candidates tounderstand ethical issues that must be consideredwhen conducting research in psychology.

New content has been introduced, while lesspopular topics have been removed.

Unit 1 o this specication can be delivered as aShort Course.

GCSE psychology is no longer tiered; thereorethe question papers have been designed to beaccessible to candidates o all abilities.

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1.3 How do I start using this specication?

Already using the existing AQAPsychology specication?

Register to receive urther inormation, such asmark schemes, past question papers, details oteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.phpInormation will be available electronically or inprint, or your convenience.

Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need or the examinations. You can let us

know by completing the appropriate Intention toEnter and Estimated Entry orms. We will sendcopies to your Exams Ocer and they are alsoavailable on our website(http://www.aqa.org.uk/admin/p_entries.php).

Not using the AQA specicationcurrently?

Almost all centres in England and Wales use AQAor have used AQA in the past and are approvedAQA centres. A small minority are not. I yourcentre is new to AQA, please contact our centreapproval team [email protected]

1.4 How can I nd out more?

Ask AQA

You have 24-hour access to useul inormation and

answers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php

I the answer to your question is not available, youcan submit a query or our team. Our target responsetime is one day.

Teacher Support

Details o the ull range o current Teacher Support

and CPD courses are available on our web site athttp://web.aqa.org.uk/qual/cpd/index.php

There is also a link to our ast and convenient onlinebooking system or all o our courses athttp://coursesandevents.aqa.org.uk/training
http://www.aqa.org.uk/rn/askaqa.phphttp://www.aqa.org.uk/admin/p_entries.phphttp://web.aqa.org.uk/qual/cpd/index.phphttp://coursesandevents.aqa.org.uk/traininghttp://coursesandevents.aqa.org.uk/traininghttp://web.aqa.org.uk/qual/cpd/index.phphttp://www.aqa.org.uk/admin/p_entries.phphttp://www.aqa.org.uk/rn/askaqa.php

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2 Specication at a Glance

Psychology(Short Course)

4181

Unit 1: Making Sense oOther People (41801)

Written Paper 1 hour 30 mins80 marks 100%

Candidates answer allquestions

Psychology(Full Course)

4182

Unit 1: Making Sense oOther People (41801)



Unit 2: Understanding OtherPeople (41802)



plus

For assessments and subject awards ater June 2013 there is a requirement that 100% o the assessmentis terminal.

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3 Subject Content

Students should have experience o designing and conducting inormal classroom research using a varietyo methods. They will be expected to analyse data collected in investigations at a descriptive level and draw

conclusions based on research ndings. They will be required to draw on these experiences to answerquestions in the examination or these units. In the delivery o these units, it is expected that teachers willseek out contemporary examples o theories and research to develop their candidates understanding o thesubject content.

3.1 Unit 1 Making Sense o Other People

Memory Processes o encoding, storage and retrieval.

The multi-store, reconstructive and levels o processing explanationso memory.

Description and evaluation o studies to investigate explanations o

memory.

Explanations and studies o orgetting including intererence, contextand brain damage (retrograde and anterograde amnesia).

Eyewitness testimony.

description and evaluation o studies o actors which aect thereliability o eyewitnesses accounts o people and incidents,including the research by Lotus (1974), Bruce and Young (1998).

Contemporary practical applications derived rom the explanations omemory and orgetting and their benets and drawbacks.

Non-Verbal Communication Distinctions between non-verbal communication and verbalcommunication, including paralinguistics (the vocal eaturesthat accompany speech, including tone o voice, emphasis andintonation).

Types o non-verbal communication, including;

unctions o eye contact (Argyle 1975); regulating the fow oinormation in conversation, providing eedback and expressingemotions, including pupil dilation.

acial expression; categories o acial expression (surprise,happiness, ear, anger, sadness, interest, disgust). Facialexpressions and the hemispheres o the brain Sackeim (1978).

body language; posture (including postural echo, open andclosed postures), gestures, touch.

Description and evaluation o studies o non-verbal communicationand verbal communication, or example the work o Argyle, Alkemaand Gilmour (1971).

Personal space: actors which aect personal space, includingcultural norms, sex dierences, individual dierences and status.

Description and evaluation o studies o actors which aect personalspace.

Contemporary practical implications o studies o non-verbalcommunication and their benets and drawbacks.

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Stereotyping, Prejudiceand Discrimination

Denitions o stereotyping, prejudice and discrimination.

Stereotyping as oversimplication, leading to positive and negativeevaluations.

Description and evaluation o studies o prejudice and odiscrimination, including the work o Adorno (authoritarian personality,including the F-scale), Tajel (In-groups and Out-groups) and Sheri(Robbers Cave) and inter-group confict.

Explanations o prejudice and discrimination.Ways o reducing prejudice and discrimination, using evidence romstudies including the work o Sheri (1961), Aronson (1978),Elliott (1977) and Harwood (2003).

Evaluation o these ways o reducing prejudice and discrimination.

Contemporary practical implications o research into stereotyping,prejudice and discrimination and their benets and drawbacks.

Research Methods This section will be examined through questions ocusing on thespecication content. It is not to be seen as an entirely separate areao the specication. Centres are advised that methods o investigation

should be taught at appropriate places in the course, with particulartopics being selected to illustrate not only the theoretical material butalso methodology.

Methods o Investigation The use o scientic methods and techniques which aim orobjectivity.

Formulation o testable hypotheses to promote enquiry.

Procedures or the experimental method o investigation:independent and dependent variables.

Advantages and disadvantages o this method o investigation(including ecological validity).

Development o Personality Denition o personality, including temperament.

Description and evaluation o studies o temperament, including the

work o Thomas (1977), Buss & Plomin (1984), and Kagan (1991).

Eysenck's type theory (1952); extraversion, introversion, neuroticism.

Personality scales, including EPI (1964) & EPQ (1975).

Evaluation o Eysenck's type theory.

Antisocial Personality Disorder (APD); characteristics o APD(DSMIV 2008) causes o APD;

biological: the role o the amygdala,including the work o Raine (2000).

situational: including the work oFarrington (1995), and Elander (2000).

Description and evaluation o studies o the causes o APD.

Implications o research into APD.

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Ethical Considerations Candidates should demonstrate knowledge and understanding o:

ethical issues in psychological research as outlined in the BritishPsychological Society guidelines

ways o dealing with each o these issues.

3.2 Unit 2 Understanding Other People

Learning Principles o classical conditioning:

unconditioned stimulus; unconditioned response; conditionedstimulus; conditioned response; extinction; spontaneousrecovery; generalisation; discrimination; the contributions oPavlov.

Principles o operant conditioning:

Thorndikes Law o Eect and the contributions o Skinner.Behaviour shaping; the distinction between positivereinorcement, negative reinorcement and punishment.

Descriptions and evaluation o attempts to apply conditioningprocedures to the treatment o phobias (including, fooding andsystematic desensitisation) and to change unwanted behaviour(including aversion therapy and token economy). The ethicalimplications o such attempts.

Methods o Control,Data Analysis and Data

Presentation

Experimental designs:

independent groups, repeated measures, matched pairs.

Advantages and disadvantages o each experimental design.

Target populations, samples and sampling methods:

random;

opportunity;

systematic;

stratied.

Advantages and limitations o each sampling method.

The use o standardised procedures, identication and control oextraneous variables, instructions to participants.

Random allocation, counterbalancing and randomisation.

Calculations, including mean, mode, median, range and percentages.Anomalous results and their possible eects.

Graphical representations, including bar charts.

Research in natural and experimental settings, including advantagesand limitations o each.

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Sex and Gender Denitions o sex identity and gender identity. The biologicaldierences between emales and males (chromosomes and

hormones).

The distinction between the concepts o sex identity and gender identity.

Three theories o gender development:

psychodynamic theory, including the Oedipus and Electracomplexes;

social learning theory, including imitation, modelling and vicariousreinorcement.

gender schema theory.

Evaluation o these three theories o gender development.

Aggression Explanations o aggression:biological, including the role o hormones, brain disease andchromosomal abnormality.

psychodynamic, including the rustration-aggression hypothesis.

social learning, including modelling, punishment and monitoring.

Description and evaluation o studies o the development oaggressive behaviour.

Ways o reducing aggression, based on these explanations.

Evaluation o these ways o reducing aggression.

Social Infuence Denitions o conormity, obedience, social loang and deindividuation.

Description and evaluation o studies o conormity, obedience, social

loang and deindividuation.

Explanation o actors aecting conormity, obedience, social loangand deindividuation.

Explanation o actors aecting bystander intervention.

Description and evaluation o studies o bystander intervention,including those o Latan and Darley (1968), Batson (1983),Piliavin (1969), and Schroeder (1995).

Contemporary practical implications o studies o social infuence andtheir benets and drawbacks.

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Ethical Considerations Candidates should demonstrate knowledge and understanding o:

ethical issues in psychological research as outlined in the BritishPsychological Society guidelines

ways o dealing with each o these issues.

Methods o Control,Data Analysis and DataPresentation

Target populations, samples and sampling methods:

random;

opportunity;

systematic;

stratied.

Correlation, including an understanding o association between two

variables, and o correlation relationship (without computation oormulae). Advantages and limitations o using correlations.

Calculations, including mean, mode, median, range and percentages.Anomalous results and their possible eects.

Graphical representations, including bar charts and scatter graphs

Research Methods This section will be examined through questions ocusing on thespecication content. It is not to be seen as a separate area o the

specication. Centres are advised that methods o investigationshould be taught at appropriate places in the course, with particulartopics being selected to illustrate not only the theoretical material butalso methodology.

Methods o Investigation The use o scientic methods and techniques which aim orobjectivity.

Procedures or each method o investigation:

survey methods; questionnaires (including closed and openquestions) and interviews (including structured and unstructured).

observation, including categories o behaviour, and inter-observerreliability;

case study;

Advantages and disadvantages o each method o investigation(including ecological validity).

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4 Scheme o Assessment

4.1 Aims and learning outcomes

GCSE specications in psychology must encouragelearners to be inspired, moved and changed byollowing a broad, coherent, satisying and worthwhilecourse o study and to gain an insight into relatedsectors, such as science. They should encouragelearners to develop a personal interest in, andenthusiasm or, psychology and prepare them tomake inormed decisions about urther learningopportunities and career choices.

GCSE courses based on this specication shouldencourage candidates to:

engage in the process o psychological enquiryto develop as eective and independent learners,and as critical and refective thinkers withenquiring minds

develop an awareness o why psychology matters

acquire knowledge and understanding o howpsychology works and its essential role in society

develop an understanding o the relationshipbetween psychology and social, cultural, scienticand contemporary issues and its impact oneveryday lie

develop an understanding o ethical issues inpsychology

develop an understanding o the contributiono psychology to individual, social and culturaldiversity

develop a critical approach to scientic evidenceand methods.

4.2 Assessment Objectives (AOs)

The assessment units will assess the ollowing assessment objectives in the context o the content and skillsset out in Section 3 (Subject Content).

Assessment Objectives % Weighting

AO1 Recall, select and communicate their knowledge andunderstanding o psychology and how psychology works

35

AO2 Apply skills, knowledge and understanding o psychology and howpsychology works

35

AO3 Interpret, evaluate and analyse psychological data and practice 30

Quality o Written Communication (QWC)

GCSE specications which require candidates to

produce written material in English must: ensure that text is legible and that spelling,

punctuation and grammar are accurate so thatmeaning is clear

select and use a orm and style o writing

appropriate to purpose and to complex subjectmatter

organise inormation clearly and coherently, usingspecialist vocabulary when appropriate.

In this specication, QWC will be assessed in certaindesignated questions on each paper.

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Weighting o Assessment Objectives or GCSE Short Course/GCSE Award

The table below shows the approximate weighting o each o the Assessment Objectives in theGCSE Short Course/GCSE Full Course units.

Assessment

Objectives

Component Weightings (%)

(Short Course)

Component Weightings (%)

(Full Course)

Overall

Weightings

o AOs (%)

(Full Course)Unit 1 Unit 1 Unit 2

AO1 35 17.5 17.5 35

AO2 35 17.5 17.5 35

AO3 30 15 15 30

Overall weightingo components

100 50 50 100

4.3 National criteria

This specication complies with the ollowing.

The Subject Criteria or Psychology

Code o Practice The GCSE Qualication Criteria

The Arrangements or the Statutory Regulationo External Qualications in England, Wales andNorthern Ireland: Common Criteria

The requirements or qualications to provideaccess to Levels 1 and 2 o the NationalQualication Framework.

4.4 Prior learning

There are no prior learning requirements.

However, any requirements set or entry to a courseollowing this specication are at the discretion ocentres.

4.5 Access to assessment: diversity and inclusion

GCSEs oten require assessment o a broader rangeo competences. This is because they are generalqualications and, as such, prepare candidates or awide range o occupations and higher level courses.

The revised GCSE qualication and subject criteriawere reviewed to identiy whether any o thecompetences required by the subject presented a

potential barrier to any candidates regardless o theirethnic origin, religion, gender, age, disability or sexualorientation. I this was the case, the situation was

reviewed again to ensure such competences wereincluded only where essential to the subject. Thendings o this process were discussed with groupswho represented the interests o a diverse range ocandidates.

Reasonable adjustments are made or disabledcandidates in order to enable them to access the

assessments. For this reason, very ew candidateswill have a complete barrier to any part o theassessment. Further details are given in Section 5.4.

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5.1 Availability o assessment units and certication

5 Administration

Examinations and certication or this specication are available as ollows:

Availability o Units Availability o Certifcation

Unit 1 Unit 2 Short Course GCSE award

June 2012

Jan 2013

June 2013

Jan 2014

June 2014

5.2 Entries

Please reer to the current version oEntryProcedures and Codes or up to date entryprocedures. You should use the ollowing entry codesor the units and or certication.

Unit 1 Making Sense o Other People 41801

Unit 2 Understanding Other People 41802

GCSE Short Course certication 4181

GCSE certication 4182

Candidates have to enter all the assessment units atthe end o the course, at the same time as they enteror the subject award.

5.3 Private candidates

This specication is available to private candidates.Private candidates should write to AQA or a copy o

Supplementary Guidance or Private Candidates.

5.4 Access arrangements and special consideration

We have taken note o equality and discriminationlegislation and the interests o minority groups indeveloping and administering this specication.

We ollow the guidelines in the Joint Councilor Qualications (JCQ) document:AccessArrangements, Reasonable Adjustments and SpecialConsideration: General and Vocational Qualifcations.This is published on the JCQ website(http://www.jcq.org.uk) or you can ollow the linkrom our website (http://www.aqa.org.uk).

Access arrangements

We can make arrangements so that candidateswith special needs can access the assessment.These arrangements must be made beore theexamination. For example, we a produce a Braillepaper or a candidate with a visual impairment.

Special considerationWe can give special consideration to candidates whohave had a temporary illness, injury or indispositionat the time o the examination. Where we do this, it isgiven ater the examination.

Oquals revisions to the Code o Practice meanthat rom June 2014: assessments (both externalassessments and moderation o controlled

assessment) will only be available once a year in Junewith 100% o the assessment being taken in theexamination series in which the qualication is awarded.
http://www.jcq.org.uk/http://www.aqa.org.uk/http://www.aqa.org.uk/http://www.jcq.org.uk/

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5.5 Language o examinations

We will provide units or this specication in Englishonly.

5.6 Qualication titles

Qualications based on this specication are:

AQA GCSE Short Course in Psychology AQA GCSE in Psychology

5.7 Awarding grades and reporting results

The GCSE and GCSE Short Course qualicationswill be graded on an eight-grade scale: A*, A, B,C, D, E, F and G. Candidates who ail to reach theminimum standard or grade G will be recorded asU (unclassied) and will not receive a qualicationcerticate.

We will publish the minimum raw mark or eachgrade, or each unit, when we issue candidatesresults. We will report a candidates unit results tocentres in terms o uniorm marks and qualicationresults in terms o uniorm marks and grades.

For each unit, the uniorm mark corresponds to agrade as ollows.

Each unit (maximum uniorm mark = 100)

GradeUniorm Mark

Range

A* 90100

A 8089

B 7079

C 6069

D 5059

E 4049

F 3039

G 2029

U 019

We calculate a candidates total uniorm mark byadding together the uniorm marks or the relevantunits. We convert this total uniorm mark to a gradeas ollows.

Short Course (maximum uniorm mark = 100)

GradeUniorm Mark

Range

A* 90100

A 8089

B 7079

C 6069

D 5059

E 4049

F 3039

G 2029

U 019

Applications or access arrangements and specialconsideration should be submitted to AQA by the

Examinations Ocer at the centre.

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Full Course (maximum uniorm mark = 200)

GradeUniorm Mark

Range

A* 180200

A 160179

B 140159

C 120139

D 100119

E 8099

F 6079

G 4059

U 039

5.8 Examination series

Candidates have to enter all the assessment units atthe end o the course, at the same time as they enteror the subject award.

As a consequence o the move to linear assessment,candidates will be allowed to carry orward their

controlled assessment unit result(s) ollowing the initialmoderation and aggregation during the lietime o thespecication. Candidates will not be allowed to carryorward unit results rom a short course in order toaggregate to a ull course.

GCSE Psychology or certication rom June 2014 onwards (version 1.0)

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Appendices

A Grade Descriptions

Grade descriptions are provided to give a generalindication o the standards o achievement likely tohave been shown by candidates awarded particulargrades. The descriptions should be interpreted inrelation to the content outlined in the specication;they are not designed to dene that content.

The grade awarded will depend in practice uponthe extent to which the candidate has met theassessment objectives (see Section 4) overall.Shortcomings in some aspects o the candidatesperormance may be balanced by betterperormances in others.

Grade A

Candidates recall, select and communicate relevantknowledge to produce substantiated analyses andexplanations o a variety o structures, models orprocesses o psychology, including contemporarycontexts. They show precise understanding o, andapply accurately, appropriate concepts, terms andtheories. They analyse links between structures,processes and issues. They recognise and explainappropriate issues or debates, and substantiatethese with evidence and reach valid conclusions.

They identiy and use appropriate methods, sources,inormation and data or a particular purpose andjustiy their selection. They interpret inormationand data presented in a variety o orms, criticallyevaluate its reerence in relation to the argumentsand reach substantiated conclusions. They useconcepts, terminology and conventions accuratelyand appropriately.

Grade C

Candidates recall, select and communicate theirknowledge to describe and give a partial analysiso a variety o structures, models or processeso psychology, including contemporary contexts.They show understanding o, and apply a varietyo, concepts, terms and theories. They recogniseand describe relevant issues or debates and selectappropriate arguments in relation to the issues,theories and evidence. They make straightorwardlinks between structures, processes and issues.They use a range o methods, sources, inormation

and data to nd out about issues or topics and canindicate why they were chosen. They handle andevaluate inormation and data to make reasonablejudgements, and present plausible conclusionsthat are supported by relevant evidence. They useconcepts, terminology and conventions appropriately.

Grade F

Candidates recall and recognise some structures,models or processes outlined in the specicationand a partial description o them. They show a basicunderstanding o, and apply in a supercial way, a

ew concepts, terms and theories. They recogniseand describe relevant issues or debates. They use alimited range o methods, sources, inormation anddata uncritically and in a simple manner to nd outabout issues or topics. They demonstrate a limitedability to interpret inormation, make judgements andreach conclusions.

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B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues, andHealth and Saety Considerations

AQA has taken great care to ensure that any widerissues, including those particularly relevant to theeducation o students at Key Stage 4, have beenidentied and taken into account in the preparationo this specication. They will only orm part o theassessment requirements where they relate directlyto the specic content o the specication and havebeen identied in Section 3: Content.

European Dimension

AQA has taken account o the 1988 Resolution o theCouncil o the European Community in preparing thisspecication and associated specimen units.

B

Environmental Education

AQA has taken account o the 1988 Resolution othe Council o the European Community and theReport Environmental Responsibility: An Agenda orFurther and Higher Education 1993 in preparing thisspecication and associated specimen units.

Avoidance o Bias

AQA has taken great care in the preparation othis specication and specimen units to avoid bias oany kind.

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C Overlaps with other Qualications

GCSE Science

C

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D

D Wider Key Skills

The replacement o Key Skills withFunctional Skills

The Key Skills qualications have been replacedby the Functional Skills. However, centres mayclaim proxies or Key Skills components and/orcertication in the ollowing series: January, Marchand June 2012. TheAdministration Handbookor the Key Skills Standards 2012 has urtherdetails. All Examination Ocers in centres oeringAQA Key Skills and Wider Key Skills have been senta letter outlining the details o the end dates o these

subjects. Copies o the letters have also been sent tothe Head o Centre and Key Skills coordinator. Thisis a brie outline o that inormation. It is correct asat August 2011 and replaces the inormation on thesame subject ound in other documents on the AQAwebsite:

Key Skills Levels 1, 2 and 3 Test and Portolio

The nal opportunity or candidates to enter or alevel 1, 2 or 3 Key Skills test or portolio was June2011 with the last certication in 2012.

Key Skills Level 4The last series available tocandidates entering or the Key Skills Level 4test and portolio was June 2010 with the last

certication in the June series 2012. Basic Skills Adult Literacy Levels 1 and 2,

Adult Numeracy Levels 1 and 2AQA BasicSkills qualications will now be available until, atleast, the June 2012 series.

Funding

We have received the ollowing advice on the undingo learners undertaking these qualications:

Currently the Skills Funding AgencyundsBasic Skills in literacy and numeracy or adult,19 plus, learners only. There are various supportunds or learners aged 16-18 administered bytheYoung Peoples Learning Agency (YPLA).These include EMA (until the end o the 2010/11academic year), Care to Learn and discretionarylearner support hardship unding or learners living

away rom home. This inormation is correct at the time o

publication. I you would like to check the undingprovision post-June 2011, please call the SkillsFunding Agencyhelpdesk on 0845 377 5000.

Wider Key SkillsThe AQA Wider Key Skillsqualications are no longer available. The lastportolio moderation took place in June 2011.

Further updates to this inormation will be posted onthe website as it becomes available.http://web.aqa.org.uk/qual/keyskills/wider_noticeboard.php
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GCSE Psychology Teaching from September 20 2 onwards1

Qualification Accreditation Number: 500/4435/7 and 500/4599/4 (Short Course)

Every specification is assigned a national classification code indicating the subject area to which it belongs.The classification code for this specification is 4850.

Centres should be aware that candidates who enter for more than one GCSE qualification with the same

classification code will have only one grade (the highest) counted for the purpose of the School and CollegePerformance Tables.

Centres may wish to advise candidates that, if they take two specifications with the same classification code,schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.The same view may be taken if candidates take two GCSE specifications that have different classification codesbut have significant overlap of content. Candidates who have any doubts about their subject combinations shouldcheck with the institution to which they wish to progress before embarking on their programmes.

To obtain free specification updates and support material or to ask us a question register with Ask AQA:

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Support meetings are available throughout the life of the specification

Further information is available at:

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