Course design resources

Plan your year to maxmise engagement and achievement.

Here in the orange sections are links to free resources to help you with developing your course.

Below that you can find snapshot advice for each standard, prepared by our resource development and moderation team.

If you can get this for free, imagine what you can get once you are a member. Sign up today!

Level 2 Resources creative commons licence applies

Level 3 Resources creative commons licence applies

Help for starting, rebooting or troubleshooting

2.1 Approaches

the most popular standard

6 credits

Internal

Explain a behaviour

2.2 Debates

don't be scared of this one

3 credits

Internal

Change over time

2.3 Research

human data collection

4 credits

Internal

Use scientific research methods ethically

2.4 Fields

real life psychology + careers

5 credits

Internal

Careers in Psych include; forensics, environmental, developmental, intelligence

2.5 Ethics

no harm done

3 credits

Internal

Codes of ethics exist to ensure safety for participants.

A common misconception is that a full Human Ethics approval process is needed before undertaking teaching and learning activities in high school level Psychology. It is not. What is essential is that ethical practice is held in the highest regard and best practice followed: compliance is essential. Informed consent must be gained! The rule of thumb is to first consider if the experience deviates from what a student would encounter in daily life. If it does, there are support materials to assist teachers and students such as https://new.censusatschool.org.nz/resource/student-projects-and-ethical-practice/ and these align with the NZPS Code of Ethics that is linked in the Explantory notes in AS 91848.

NB - ethics must also be followed in all settings, and especially in the 2.3 and 3.3 research standards

3.1 Approaches

emphasis on the interactions

6 credits

Internal

2 approaches compared: theory, methodology and interactions

Top tip from the NZAPT team

Ensure students are familiar with TWO approaches that clearly INTERACT with each other. It is recommended this is based on a theory/model/paradigm which shows how the two approaches interact. For example, the diathesis-stress model is a paradigm that involves biological (diathesis) and environmental (stress) components; this demonstrates how the biological and behavioural approaches interact.
An example context, behaviour or case study may be provided or chosen by students to assist with their response. For example, OCD.

3.2 Key Research

significance and impact on society

3 credits

Internal

Analyse significant research and the impact on society

3.3 Conduct Research

Independent with consultation

6 credits

Internal

Test a psychological concept by collecting data

3.4 Fields

one area of real-life psychology

4 credits

Internal

Analyse how theories are applied in real-life