Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Based on current research/pedagogy, this is an exam planning stencil for AQA A-Level Psychology that aids ‘stickability’ (memory consolidation of material). For material to stick in LTM, students need to work with and process the material on at least 4 separate occasions: In lesson Filling in key points (middle column) Breaking the key points into key word prompts/cues (left column) Drawing representative illustrations (right column) Step 3 provides a key word concept scaffold. Step 4 dual codes the material in an academic and a visual format in memory, further aiding future retrieval. In breaking AO3 points into 6 key elements, this should meet the top mark band criteria of ‘Discussion/evaluation is thorough and effective’, with the however point providing a strong counterargument to meet the ‘discussion’ requirement.

Using Issues and Debates to evaluate Approaches can build a generic AO3 toolbox. It also works on 4 different levels, as it can help… Evaluate the different approaches. Evaluate the approaches when they appear as explanations in different topic areas. Assist in understanding how to compare and contrast the differing approaches (Comparison of Approaches). Assist in understanding the differing Issues and Debates. Included in this bundle is a six element PEEELH paragraph for each of the 6 main psychological approaches for AQA, using a key issue/debate.

Using Issues and Debates to evaluate/compare/contrast Approaches can build a generic AO3 toolbox. A very different format is needed to successfully compare/contrast the differing psychological approaches but this type of paragraph still needs to be thorough and effective to meet the criterion of the top mark band for a 16 marker essay response. This is a six element paragraph comparing the behavioural and biological approaches for AQA ‘Comparison of Approaches’ , using a key debate.