Breakout Events 2013

Please note the numbers on the left correspond to the session number on the breakout programme. If there are two numbers, it means the session is being held twice.

1    Teaching Outstanding Psychology lessons
Deb Gajic  (The Polesworth School)
This workshop aims to clarify and explain the new 2012 OFSTED criteria in the context of psychology teaching. The criteria will be explained using psychology examples. We will discuss those simple mistakes that are easy to make, but just as easy to avoid and how to prepare your students and yourselves for those tricky OFSTED questions. There will be plenty of opportunities to share experiences and good practice.  By the end of the workshop you should feel that you understand the new criteria well enough to plan and deliver at least a good, if not an outstanding lesson.

25    Active learning in Psychology
Deb Gajic  (The Polesworth School)
Deb is head of Psychology at The Polesworth School and a Chartered Psychologist.  She has been a member of the ATP committee for many years and her latest role is Treasurer, previously having held the posts of Magazine Editor and Chair. She is passionate about teaching and regularly runs training workshops for teachers of Psychology.

In this workshop Deb will try and inspire you to make your lessons much more active.  You will participate in a range of activities; including starters, plenaries and a carousel of activities to ensure your psychology lessons are interactive, inspiring and engaging for all your students.

31    States of Mind: Psychology of Terrorism
Trevor P Dunn (The Leys & Cambridge University)
This lecture presentation will present an outline of terrorism that is currently viewed as being a major force internationally. This is a relatively new field of research in psychology, which allows future opportunities for research to be undertaken in areas such as; the nature and sources of terrorism, beliefs, actions, goals, worldviews, and states of mind. This talk will address some of the issues surrounding one of most challenging problems facing the modern world.

8    Extending methods skills at the end of Y12
Jacqui Hastewell (Open University)
I am going to talk about the 5-6 week programme we use with our Y12 after the summer exams in preparation for the A2 methods paper (OCR) but it would be equally applicable to other boards. We begin with a look at evolutionary psychology, Dunbars number and mate choice, then look at the matching hypothesis and finish with attractiveness, face recognition and body shape preferences. During this, we cover additional methods (using on-line surveys and content analysis) as well as three stats tests. Hopefully people will get the chance to try a couple of our investigations from last summer, and see some examples of the research posters the students produced.

6        Café TED
Harriet Ennis (Bootham School)
Enjoy some cake at Café TED. Motivation is everything – ideas to promote Independent learning including the use of TED talks. In this workshop I want to put together some of the latest educational thinking on ‘enrichment for all’. Plus practical ideas that will light a few more academic fires and boost student grades.

3     EVALUATION : How to use evidence and evaluate effectively.
Helene Ansell (Chetwynd Centre, Stafford)
In this workshop we will look at how students can present evidence/research to support an argument that they may be using in extended A2 answers and this method can be used for criticisms as well. I will introduce a number of techniques that can be used as class activities initially but can be used by students whenever they write an essay.

35   EVALUATION : How to use evidence and the IDA’s effectively.
Helene Ansell (Chetwynd Centre, Stafford)
In this workshop we will look at how students can present evidence/research to support an argument that they may be using in extended writing A2 answers, this will include looking at the the best way to indicate an evaluation point. In addition this work shop will look at the use of the issues, debates and approaches as an added evaluation tool, which will impact the grades of, not just our more able students but those who struggle to evaluate too.
I will endeavour to make this workshop as practical as possible with activities that ‘may’ help your students to understand A2 evaluation a bit better.

9    Using technology to support teaching in Psychology
Dr Peter Lonsdale (Keele University)
Twitter for the terrified and clickers for the cautious: this workshop will cover a number of ways to use technology in teaching, including social networks, classroom response systems, novel MCQs, and screencasts

13   Statistical Understanding in A-level Psychology
Stella Dudzic (Programme Leader MEI)
This session will look at some freely available resources written to help psychology students understand the statistical methods which are used in the subject at A level.  The resources use a step by step approach to build up students understanding and are based in psychology contexts.  The aim is that students will not only understand the statistics in psychology A level better but also that they will be better prepared for Higher Education.

12    False memory: some recent research findings/ Internationalising learning and teaching in Psychology
Dr Sue Shermann (Keele University)
In the Deese-Roediger-McDermott (DRM) paradigm, participants are presented with a list of words such as bed, wake, night etc before completing one or more memory tasks (Roediger & McDermott, 1995). Typically the related non-presented lure word (e.g., sleep) is falsely remembered at a similar rate as the list items are correctly remembered. Recent work has extended this research to other stimulus types, such as brand names (Sherman, 2012; Sherman & Moran, 2011), music clips (Sherman & Kennerley, under review), famous faces and a summary of this research is presented today.

Dr Emee Vida Estacio (Keele University)
Internationalisation in higher education is a growing buzzword within this sector and yet there is very little discussion into what it means and how it could impact upon our learning and teaching practice in Psychology.  This workshop aims to engage participants in reflecting upon internationalisation in higher education.  A World Cafe-like discussion will be facilitated wherein participants will be encouraged to share their understanding of what they think internationalisation is all about, why internationalising learning and teaching is important and how its principles can be applied in practice.  An example of an ‘internationalised module’ will also be shared.

32   New opportunity for Psychology teachers: How about teaching Life Coaching?
Vivien Louizos and John Graves (Esher College)
We have just piloted this new Level 3 Certificate in Life Coaching validated by CPCAB (Counselling & Psychotherapy Awarding Body), at our college. It is open to any student aged 18 plus with a Level 2 qualification in a related area such as Health & Social Care or Sports Leader Award. This has proved to be attractive to a wide audience including young adults, in our local community. Unlike Counselling-it is not about working with distressed clients but with any individual wishing to be more effective in their life. It equips candidates with transferable communication, interpersonal and problem solving skills which can be applied to a variety of contexts. There is a substantive theoretical foundation, informed by Psychology, which candidates have found especially engaging. In fact they are thirsty for more…. come along and find out what the course involves and how to  establish it in your school or college

19   Planning for when we’re not there’
Aidan Harvey-Craig (Rednock School)
The 25 minute OFSTED observation, and its replication by senior leaders in school, can lead to a fixation on planning for lessons at the expense of planning for student work outside of lessons. Even schemes of work can often be little more than a process of stringing lessons together with homework added on as bridging or consolidation tasks.

But what if we step back and see a string of lessons as just one timeline to be planned? What if we also planned in terms of two-week cycles of largely independent work? And termly cycles of project work? What if, rather than starting with lessons, we start with how these multiple layers of planning fit together?

This workshop will look at some of the ideas and opportunities which are thrown up by such an approach with reference to how it’s worked in my school over the past term.

18    Engaging and tracking students – quick ways to put ‘Socrative’ to work in learning psychology
Mark Souter (Clacton Coastal Academy)
Get some of your life back whilst engaging a whole class and tracking students’ progress!

‘Socrative’ is a free app that runs on a wide range of devices as either an app (iPads and Android devices) or anything that can run a web page – smart phones, tablets, laptops, desktop PCs – or any mix of these at the same time.
It can present students with either pre-prepared questions (open or MCT) or it can simply collect their responses to questions you pose. this mans you can simply ask them out loud; or via on a PowerPoint slide show; or by just writing on a board (possibly with chalk!).
Pre-prepared questions will generate Excel files that provide tracking of student responses and (if MCT) scores.

This session will explain (and demonstrate – see below)
1. how to use ‘instant’ questions
2. how to cut-and-paste questions and answers from A level Psychology past mark schemes to quickly make AfL tracking that gives students instant feedback
3. how to make MCT tests (and get the students to help you!)

If you have a smart phone, tablet or PC please bring it along and you can take part in a live demonstration of Socrative!

7   Using computer animations to bring statistics to life/Psychology for healing the mind and saving the planet – an introduction to ecopsychology and ecotherapy.
Richard Stephens (Keele University) Sol Nte (Manchester University)
Psychology is a research-led discipline and a working knowledge of statistics is essential for understanding research papers. However, many psychology students have considerable difficulty with statistical concepts. To address this we designed and evaluated two web-based apps that allow students to interact with statistics materials in a hands-on manner. Our Analysis of Variance (ANOVA) demonstration presents two normal distributions. The distributions can be altered with respect to sample size, overlap, kurtosis and skewness. The effects of these alterations are illustrated in a continuously updating ANOVA summary table. Our normal distribution demonstration deliberately avoided a textbook style presentation and instead made use of a computer game-style scientist character and uses a metaphor of data drifting down from the real world to the statistics world. To introduce humour characters in the demonstration are seen leaving a pub and reporting how many drinks they had consumed. The talk will present the two apps, their implementation and evaluation.

Dr John Hegarty, CPsychol, (Senior Lecturer in Psychology, Keele)
Ecopsychology studies people’s relationship to nature. It is a branch of environmental psychology that includes a radical element (psychologists should aim to conserve, reduce pollution and so on) and is keen on ecotherapy (using nature for health and wellbeing). Key underpinning concepts are that of “biophilia” (the idea that we are instinctively predisposed to be interested in natural things), and “nature connectedness” which has been extensively researched. “Green care” is a modern movement, which encompasses a wide range of approaches including care farming, animal assisted activities, walking for health programmes and community farm ownership.
This talk introduces some of the key ideas, including John Hegarty’s own research and development work on care farming, and suggests that the topic may be of especial interest to beginning psychology students

21    AQA A AS masterclass
Cara Flanagan (Southwest Conferences)
Less is more – learn how to cut content and spend more time enjoying yourself! This talk will be based on the revision advice I give to students.

38     AQA A A2 masterclass
Cara Flanagan (Southwest Conferences)
More ‘less is more’ – there are many ways to reduce the A2 quantity and improve quality. This session will romp through the problem areas of Units 3 and 4 and look at the ingredients of A grade essays.

14    How to teach and demonstrate cognitive psychological experiments in an easy way using free novel tools
Gijsbert Stoet PhD, CPsychol (Director of the master’s programme Psychological Studies Reader in Psychology, University of Glasgow)
This workshop will show you how to you can demonstrate a cognitive psychology experiment in a one hour or in a two hour lesson plan. The workshop uses PsyToolkit, a completely free online toolkit with demonstrations of experiments, with explanations and links for further reading. The workshop explains everything in detail, is
very simple to do for teachers and students, and you will get a free 20 page booklet for teachers.

53    Strategies to support sixth form students learn independently
Celia Bone BSc, Hons, MA, MBPsS (Carmel College, Darlington)
Do your students waste their time shooting pool and then wonder why they got a ‘U’?….do they know how to study independently?
I would like to share my successes with ‘study buddies’ and peer guided learning and how teaching students to socratically question each other has helped them to bridge the gap from GCSE learning to A level studies.
Inspired by my students, I undertook doctoral research and would like to share my preliminary findings…

10    Some thoughts on grief and fear of our own mortality’.
Richard Gross (Author and Teacher)
Through analysis of Philip Larkin’s Aubade, the workshop will explore grief in relation to attachment theory, concluding that it could be thought of as the conscious, overt manifestation of the unconscious terror of our own death. In turn, terror management theory takes this basic existential concern as its starting point and then considers some of the various ways – individual, social and cultural – in which human beings attempt to deal with it

27    Using social media to enhance learning and engage students
Jenna Condie (University of Salford)
The use of social media is now everyday and commonplace, embedded into many peoples social lives.  We are in a period of disruption and rapid adaptation where the opportunities and challenges of social media communication require our constant attention.  As the online and offline worlds traverse, particularly within educational contexts, various professional and ethical dilemmas can arise when creating learning communities online.  This workshop aims to unravel the complexities of how students construct themselves online and explore how teachers can enhance learning through social media platforms.  A psychological perspective can help teachers understand their online activities and the potential of social media for engaging students.  This workshop will also consider the importance of social media for students’ employability and how it might assist in their transition to employment or higher education.
Jenna Condie is a Lecturer in Psychology at the University of Salford. Her interests are in media, social and environmental psychology. Her work applies psychology to understand media design, communication and consumption with the Media Psychology Team. Recently she has explored how social media can be used to engage with communities and residents in social housing and with students in higher education.  She tweets @jennacondie, @ukmediapsych, and co-ordinates @salfordpsych.

33    Genetics for Psychologists
Guy Sutton (Director, Medical Biology Interactive &
Honorary Lecturer, Division of Psychiatry, University of Nottingham Medical School)
The role of genes in various neurological and psychiatric disorders is becoming ever more clear, as is the genetic regulation of neural function in the healthy brain. But what are genes and how are they are involved in normal and abnormal cognitive function? In this session, we will start with the basics and work upwards to relatively complex ideas such as the epigenetic regulation of brain function, considering how genes and environment interact to influence behaviour.

37    Catching up with brain research
Guy Sutton (Director, Medical Biology Interactive &
Honorary Lecturer, Division of Psychiatry, University of Nottingham Medical School)
In this session, I will take teachers on a trip through some of the more interesting studies and methods published over the past couple of years. Amongst other things, I intend to introduce amazing new nerve imaging technologies such as CLARITY, work investigating stem cell transplants and memory restoration, and Obama’s Brain Mapping Project. For those of you in love with all things brain!

2/34     Are you working harder than them?!
Laura Quaife (Holly Cross College)
Are you spending too much of your time marking at the weekends?  Do you find you’re writing the same comments on every essay or for every question? Are you repeatedly saying the same thing to the same student? By attending this workshop you will be able to explore effective assessment for learning strategies…so more time for yourself!

43    Cognitive-behavioural therapy/Schema therapy: Different methodologies or angles of the same psychotherapeutic approach?
Dr George Varvatsoulias, CPsychol, CBT Practitioner CSct Expert Witness
In the last decade, CBT and Schema Therapy have been rapidly developed trying to cover a number of simple and comorbid disorders. CBT deals with the here-and-now of the disorder/condition in terms of cognitive and functional interpretations of it; schema therapy deals with the understanding of maladaptive schemas being them related and deeply rooted in one’s childhood.
The main aspect to be discussed in a therapeutic relationship for CBT is the aspect and identification of core beliefs; the main consideration to be discussed in Schema therapy is the existence and stabilisation of schemas/schemata and how these influence the lives of individuals. One of the main aspects of the therapeutic relationship in CBT, which demonstrates also the client’s practical commitment in the process of therapy, is the issue of homework and how this is understood and delivered by the client. In Schema therapy, the issue of homework is practically inexistent: it is actually the reason why Schema therapy was founded and developed.
In this presentation, there will be outlined and discussed the following items:
1. CBT approach and methodological issues deriving from it
2. Schema therapy and methodological issues deriving from it
3. Cognitive Therapy Scale-Revised (CTS-R) skills in CBT terms
4. Schema Therapist Competency Rating Scale (CTCRS-I-1) skills in Schema therapy terms
5. Issues of convergence and divergence between CBT and Schema therapy

40    Are you interested in gaining QTLS? But don’t know where to start?
Janet Brennan (ATP Committee)
Workshop looking at the process of gaining QTLS, via IfL. From Declaration of suitability to preparing your Reflect portfolio.
Discuss your experiences and offer/seek help from those who have been through the process. I have just expressed my intention to begin the Professional Formation process. It would be interesting to have group discussion going from ATP members who have gained QTLS and those who are either thinking about it or going through the process.

20    Psychology Teachers – Europe needs you!
Dorothy Coombs, (chair ATP) and Morag Williamson (West Lothian College)
ATP is an active member of the European Federation of Psychology Teachers’ Associations (EFPTA), so come along to this workshop and meet fellow psychology teachers from other member countries, including Denmark, Iceland and Finland. Led by your EFPTA representatives Dorothy and Morag, the session will provide an update on EFPTA and the kind of opportunities it can offer you as an ATP member. Tell us what kind of European activities you would like to be involved in, or share info about activities you may already be undertaking in your centre. If you’re interested in collaborative teacher/student projects across national boundaries, or engaging in research, or simply learning what psychology teaching is like for our European neighbours, this workshop is for you.

22    Demonstrating Progress within lessons
Emma Shakespeare (The McAuley Catholic High School)
– This workshop will explore strategies to demonstrate learning throughout a lesson in line with the new Ofsted criteria

39    From modular to linear: managing change
Emma Shakespeare (The McAuley Catholic High School)
Open forum to share and discuss ideas that will prevent this change from negatively impacting on student achievement and attainment.

36    The Flipped Classroom
Mandy Wood (Portsmouth Grammar School)
About Flipping: This session will allow interested colleagues to get together to explore a relatively new teaching phenomena known as the flipped classroom, where pupils complete structured preparation activities before each lesson, instead of homework. Homework often assesses material learnt in class and is therefore a post-lesson activity in a flipped classroom homework happens before the class. This arguably releases time in lessons to focus on the helping pupils to progress at their own pace, by reducing teacher led exposition. The session will explore the small literature base on flipped teaching and the impact that it has, how it might work in practice, why it might work and how its benefits could be achieved in other ways.
I need you! Are you an experienced flipper? Have you heard of flipping and are interested in giving it a go? Maybe you have never heard of it, but are always interested to give your thoughts on any new innovation in teaching? This session will involve a presentation about flipped teaching and I would like you to get involved in a focus group, where you will discuss a range of questions about Flipping in Psychology.
About me! So far I have not flipped a single lesson but am involved with a project on the flipped classroom at my school. I am working with a colleague in the biology department and we are currently designing a research project to compare the progress of two classes in each of Year 8 and Year 12, flipped and non-flipped, across three departments, Psychology, Biology and Geography. I am interested to share our plans and discuss your thoughts on flipping! In the week starting 1 July (same week as the conference) I will be visiting a school who are already flipping and I will also be attending a Dragonfly training day on flipped teaching and s by the end of the week should be in a good position to cascade some of my progress back to you!

15    MSc Teaching of Psychology at Glyndwr University
Fiona Lintern and Julia Russell (Glyndwr University)
The MSc Teaching of Psychology is a part-time, online course which can be studied from anywhere in the world. The aim of the programme is to support academic professional development for the post 16 psychology teacher through an advanced study of theory and research within the fields of psychology and education. Modules include Issues in the Teaching of Psychology, Issues in the Teaching of Research Methods in Psychology and Contemporary Developments in the teaching of Psychology. This workshop will provide with further details about the course as well as giving you the opportunity to meet staff and current students.

23    Teaching GCSE Psychology
Kylie Crawley (Morpeth School)
Feel like you are the only one in the country teaching GCSE Psychology?
Want some tips, ideas and new resources?
Come along and share good practice and go away inspired to help your students achieve their best…and encourage them to stay on at AS.

16    Bonding…(not “Bondage”)!
Evie Bentley (ATP member, Advisor for Psychology, West Sussex Adult Education,, and Charlotte Evans, (ASAB Education Officer,
Come and join in with this workshop sponsored by ASAB, The Association for the Study of Animal Behaviour. We have gathered a variety of video clips and worksheet activities about the animal studies on which the early attachments theory is based, and want to share these with as many of you as possible. If you have your own favourite resources please bring them along too with the web references. We hope to have fun showing the clips and discussing how to use these and other resources.

45    Homo carapaciatus   (Backpacker  man) – Towards a Psychology of Travel
Joe Cocker
Travel/Tourism is said to be the largest global industry.  Leaving aside travel for work and commuting, people travel for an enormous variety of reasons.   For large numbers of us it is an important part of life but so far travel per se seems to have largely escaped the interest of psychologists.   This workshop will seek some psychological insights into the phenomenon.

29/41    Using ICT to teach psychology
Matt Jarvis (Teacher at Totton College, Psychology Consultant at National Science Learning Centre, Research Fellow at Keele and Editor, Psychology Review Magazine)
ICT is no longer directly in the National Teaching Standards or Ofsted Schedule. This merely means though that it is assumed that we all integrate it into our teaching where appropriate. However, there is a problem in that what lesson observers are looking for has changed and the technology hasn’t. The aim of this session is to look at ways to use technology – familiar and not so familiar – to teach psychology in ways that will foster more active and independent learning.

30    Practical Research in GCE Psychology – Exam board workshop
Molly Marshall (OCR)
The workshop will focus on enhancing student understanding of the research process, equipping teachers to encourage students to carry out small scale practical research projects ‘in the classroom’, including data analysis and interpretation & evaluation.

4    Supporting Teachers New and ‘Old’ to Psychology
Andrew ‘Jock’ McGinty (Watford Grammar School for Boys)
This session will look at active teaching and learning strategies for teachers and how to demonstrate impact on the learning of their students. The session will also focus on how the teacher can be supported by their HoD/ mentor.

26    Transition – A student’s perspective (sponsored by Bangor University)
Helen Jones/Alex Baxendale (Bangor University)
Students from the School of Psychology at Bangor University will be leading a workshop event at this year’s ATP on their experiences of transition from HE to FE. Helen and Alex will give a brief talk about how well prepared they were for University, what they were grateful to have been told, what they wished they had known and some useful information with which you to can equip your FE students! They will then lead a short workshop on the transition experience, with a view to understanding this important process, from the students’ perspective.

-Helen Jones, aged 20, came to Bangor in 2010 from Godalming College in Surrey having completed A levels in Psychology, Drama and Word development. When she graduates this summer she is hoping to use both her Drama experience and her Psychology knowledge to help young children with learning disabilities.
-Alex Baxendale, also 20 and who is from Chorley, completed A levels in Psychology, Philosophy, Religious Philosophy and Sociology at college. Bangor Psychology was his first choice course through UCAS and since arriving here in 2010 his career aspirations have changed. Initially, he wanted to follow a Clinical and Health Psychology path, but having now had experience of a range of modules and some first hand research experience, he has decided to pursue a PhD in Cognitive NeuroPsychology with a view to becoming a researcher. He is also the Chair of the student society PsySoc.

28    Training to teach psychology – recommendations from the Chicheley Hall report
Karen Duffy (Manchester Metropolitan University)
“Following the Chicheley Hall report, Karen Duffy (Senior lecturer in PGCE Psychology at Manchester Metropolitan University) will discuss the chapter from the document relating to how teachers are trained to teach psychology in England. We will discuss recommendations which the report made in relation to training and how these could be implemented. 4 trainees from this year’s cohort will discuss their training year and difficulties of training to teach psychology with no bursary ! and still being able to smile“

44    Updating the Ethical competencies

Helen Kitching, CPsychol, AFBPsS (DART-P)
Ethics – come and help shape the new ethical competencies for A-level students, sponsored by the Division for Academics, Researchers and Teachers in Psychology (DART-P) of the BPS

24    Teaching and learning in A level, ideas to keep you and your students on track
Dr Julia Russell-   (teacher, author and Pearson principal examiner)
This session will focus on key aspects of teaching and learning in GCE A Level psychology and will be a forum to explore ‘evidence in practice’.

17    The PK-Test
Patrick L. Hylton & Paul A. Goddard (School of Psychology, University of Lincoln)
This session will introduce a very successful activity that is designed to encourage student to think critically of intelligence test. The material that will be introduced to delegates in this session has been put forward for publication. Note, little more can be said before this session takes place due to its nature.

46    An Introduction to on-line marking
Heather Taylor (ATP Committee)
Come and find out about the benefits and pitfalls of on-line marking

5    WJEC AS
This exam board workshop will focus on aspects of teaching WJEC AS Psychology

11    WJEC A2
This exam board workshop will focus on aspects of teaching WJEC A2 Psychology