Year 11 Psychology
(Units 1 & 2)

COURSE OUTLINE

Unit 1 

In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. 

Outcome 1 

Students consider the interactive influences of hereditary and environmental factors on a person’s psychological development. They explore psychological development across the life span through the lens of emotional, cognitive and social development, including the consideration and evaluation of relevant models and theories.

Outcome 2 

In this area of study students explore how the understanding of brain structure and function has changed over time, considering the influence of different approaches and contributions to understanding the role of the brain. They develop their understanding of how the brain enables humans to interact with the external world around them and analyse the interactions between different areas of the brain that enable the processing of complex sensory information, the initiation of voluntary movements, language, decision-making, and the regulation of emotions. 

Outcome 3 

In this area of study students investigate how science is used to explore and validate contemporary psychological research questions. Making connections between the research of others and their own learning enables students to explore and compare responses to contemporary psychological concepts as well as engage in the analysis and evaluation of methodologies, methods and conclusions of research studies. When evaluating information and research, students consider questions such as ‘Where does this idea come from?’, ‘Can it be tested empirically?’, ‘What are the underlying scientific processes?’, ‘What is the scientific evidence to support the research question?’, ‘Does the evidence address the research question?’, ‘Is the claim well justified?’, ‘Is the evidence subject to critique?’, ‘What uncertainties still exist?’ and ‘Have cultural biases impacted on the research design, data collection and interpretation?’ 

Unit 2 

In this unit students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning. 

Outcome 1 

Students are given an opportunity to explore the psychological impact of stereotypes, prejudice, discrimination and stigma on individuals and groups in Australian society, including on Aboriginal and Torres Strait Islander peoples. They investigate strategies to reduce prejudice, discrimination and stigma. 

Outcome 2 

Students explore the influence of biological, psychological and social factors on visual and gustatory perception. Perceptual distortions of vision and taste are explored when looking at the fallibility of perceptual systems. Students may choose to explore a range of different visual illusions to understand how individuals misinterpret real sensory stimuli. Different forms of agnosia may be investigated by students to understand issues with sensory processing areas within the brain. 

Outcome 3

 In this area of study students adapt or design and then conduct a scientific investigation into the internal or external influences on perception and/or behaviour. They generate appropriate qualitative and/or quantitative data, organise and interpret the data, and research a conclusion in response to the research question. 

ASSESSMENT TASKS

Unit 1 & 2

Assessment will include a range of tasks, including but not limited to the following types:

• Analysis and evaluation of an experiment or case study 

• A data analysis of generated primary and/or collated secondary data

• Reflective annotations of a logbook of practical activities

• Media analysis of one or more contemporary media texts

• A literature review 

• Response to a psychological issue or ethical dilemma

• A modelling or simulation activity

• Problem-solving involving psychological concepts, skills and/or issues

• A report of a scientific investigation, including the generation, analysis and evaluation of primary data

• A report of a student-adapted or student-designed scientific investigation using a selected format, such as a scientific poster, an article for a scientific publication, a practial report, an oral presentation, a multimedia presentation or a visual representation

The level of achievement for Units 1 and 2 is also assesssed by an examination at the conclusion of each unit.