This page lists what we actually have for Edexcel GCSE Psychology 1PS0. It is built from the live activities, so it is accurate on the day you read it.
Claims with names attached
Ask a Geography student what they know and you get how a thing works. Ask a Psychology student and the honest answer is a list of people and what they showed.
That is not a quirk of teaching, it is what the subject is. The multi-store model is not a fact about memory, it is a model proposed by two named researchers that later work partly undermined. The Stanford prison study is not a finding about human nature, it is one study, with a design that would not be approved today, which is exactly why it is worth arguing about.
So a student has three things to remember about every study rather than one: what it claimed, who claimed it, and how they went about it. Drop the method and the answer has nothing to stand on. Drop the name and the student cannot point to the evidence at all.
Our activities are built around that pairing: the study and the way it was done, together, rather than a bare list of conclusions.
What the eleven cover
Nine cover compulsory content, which is most of the course every student sits:
- Development, two activities, on Piaget and on Dweck and Willingham.
- Memory, one, on reconstructive memory and the multi-store model.
- Psychological problems, one, on explanations for depression and addiction.
- The brain and neuropsychology, one, on structure, lateralisation and neuron function.
- Social influence, two, on conformity and obedience, and on deindividuation and the Stanford prison study.
- Research methods, two, on design, sampling and ethics, and on data analysis.
Two cover Perception, which is one of five optional topics. If your centre teaches different options, those two are not yours, and the other four options have no activities here at all.
Where these are light
Knowing a study is the easier half of Psychology. The harder half is what a student says about it: whether the sample supports the claim, whether the method could produce that result by accident, whether it would be run today.
Three of the eleven activities use the language of evaluation at all, and the sustained material on ethics, sampling and validity sits inside the research methods activity rather than beside each study. That is a real gap and worth planning around: use these to secure the studies, and keep the critique work in your own lessons where a discussion can happen.
It is also why the research methods pair is the most valuable thing here for a class that already knows the studies.
Our own position on how research evidence should be described, including what a study does not show, is on the evidence page. It is written for teachers rather than students, but a Psychology class is being taught the same discipline.
Using them
The lists below group by classroom use, worked out from what each activity contains. The activities themselves, with the recall goal spelled out, are described in ready-to-run revision activities.
The data analysis activity is the only one here asking for a produced number rather than a selection. If you also teach the statistics course, or your students do, Edexcel GCSE Statistics covers the same territory in far more depth.
To put several in front of one class in order, build a sprint. Everything else we have, by subject and board, is on the revision pages.
What this page does not do
It is light on evaluation, which is where the harder marks are. Three of eleven touch it.
It covers one optional topic of five. Perception only. If your centre chose differently, treat this as a page about the compulsory core.
Eleven activities across a two-year course make a supplement, not a scheme of work.
It does not track anything, so there is no completion list to check.