Imagine sitting down for your AQA GCSE Psychology exam and seeing questions that feel familiar. With our expertly crafted Predicted Papers, that’s exactly what you’ll get! Based on detailed exam analysis, these papers are designed to reflect the types of questions most likely to appear, so you can practise with purpose.

💡 What makes them so powerful?
✅ Designed by expert teachers who know AQA inside out
✅ Helps you spot patterns and key topics that could come up
✅ Perfect for timed practice—get exam-ready under real conditions
✅ Includes mark schemes so you can see exactly how to maximise your marks

 🎥📚Our video walkthroughs break down complex topics into easy-to-follow steps, making revision simpler and learning more engaging! Included FREE!

Why leave it to chance? Get ahead, feel prepared, and walk into that exam knowing you’ve done everything you can to succeed. 🚀

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We are back for another year making predications for AQA GCSE Psychology

So just like last year, Laura, my Head of Psychology has looked at the trends and patterns that have come up in the past. She’s done a really thorough analysis of the topics and questions that have appeared in previous exam seasons and has used this to write Psychology predicted papers for this year.

In addition to this she has done video walkthroughs of both papers so you can see what a top mark band answer looks like in Psychology. These will also talk you through the skills you’ll need to interpret the questions and know how to structure your answers.

You’ll see questions in the same style as those in the exams and be able to unpick what they are actually asking, what needs to be included in your responses and how these should be structured. Then you’ll be ready to do exactly the same in the actual exam!

Please remember to revise everything as these are just predictions. We don’t have any additional information or know anything in advance of the exams - we have not seen the real papers!

AQA GCSE Psychology Paper 1: Cognition and Behaviour

We know for Paper 1 – Cognition and Behaviour – there are four sections in the paper – Memory, Perception, Development and Research Methods and we’ll go through each of these topics in this video.

Memory:

· Murdock’s serial position curve study: Murdock's study focused on the primacy and recency effect – make sure you can describe its aim, procedure, findings, and conclusion. Be ready to evaluate the study, considering its strengths, limitations, and supporting evidence.

· Bartlett’s War of the Ghosts study: Again, this is another key study that is named in the specification, so you know you can get questions specifically about it. Make sure you can describe its aim, procedure, findings, and conclusion and be ready with detailed evaluation points.

· Factors affecting the accuracy of memory – potentially with a focus on false memories: Understand how false memories can affect the accuracy of memory, both positively and negatively. Be prepared to evaluate this theory, considering its strengths and limitations.

Perception:

• Monocular depth cues: Remember that these include relative size, height in plane, linear perspective and occlusion. Make sure you can define each cue and explain how it contributes to depth perception. Be ready to apply this knowledge to scenarios or images, demonstrating how these cues inform our perception of depth.

• Gregory’s constructivist theory of perception: Be sure you can describe the theory, including how perception involves top-down processing, where the brain interprets sensory information by relying on memory and context. Prepare to evaluate the theory, discussing its strengths, such as explaining perceptual errors like visual illusions, and its limitations, like the underestimation of the role of direct sensory input (bottom-up processing).

· Effect of motivation on perceptual set: Focus on how motivation can influence what we perceive, such as when we are hungry, we might perceive ambiguous images as food related. Be ready to explain key studies or examples that illustrate how motivation can alter perception. Prepare to evaluate the effect of motivation on perceptual set, considering its strengths, like providing insight into why people perceive the same stimulus differently, and its limitations, such as the difficulty in isolating motivation from other factors influencing perception.

Development:

· Piaget’s concepts of assimilation and accommodation: Be prepared to describe these processes with examples and explain how they contribute to cognitive development.

· Application of Piaget's Stages in Education: Be sure you can explain how these stages inform educational practices, such as the importance of hands-on learning in the concrete operational stage or encouraging problem-solving and abstract thinking in the formal operational stage. Evaluation of this application should consider how Piaget's theory has influenced educational practices positively, but also address criticisms, such as the rigidity of the stages and the individual variability in children’s development.

• Hughes' Policeman Study: Make sure you can describe the study's aim, procedure, findings, and conclusions. Be ready to evaluate the study, considering strengths like its practical design and limitations such as the simplicity of the task compared to real-world situations.

· Willingham's Learning Theory: Be prepared to describe Willingham’s key ideas and apply them to educational contexts, such as how his theory could inform effective teaching practices. Evaluation should include strengths like its practical applications and supporting evidence base, as well as limitations.

Research Methods:

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in both exam papers, not just Paper 1. While Paper 1 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section. Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

AQA GCSE Psychology Paper 2: Social Context and Behaviour

We know for Paper 2 – Social Context and Behaviour – there are four sections in the paper – Social Influence, Language, Thought and Communication, Brain and Neuropsychology and Psychological Problems and we’ll go through each of these topics.

Social Influence:

· Factors Affecting Conformity to Majority Influence:

o Social factors: Ensure you understand how group size, anonymity, and task difficulty affect conformity. For example, larger groups tend to increase conformity, but anonymity can reduce it. Task difficulty also plays a role, with individuals more likely to conform when they perceive a task as challenging.

o Dispositional factors: Also be familiar with how  personality traits, such as whether someone is high or low in self-esteem, and levels of expertise influence conformity. Those with higher self-esteem or more expertise are generally less likely to conform. Be prepared to evaluate these factors, considering their strengths, like providing insight into why people conform in different situations, and limitations, such as the difficulty of isolating individual factors from situational influences.

Bystander Behaviour:

• Dispositional Factors: Focus on how factors like similarity to the victim and personal expertise affect bystander intervention. For instance, people are more likely to help if they perceive a similarity with the victim or if they have relevant expertise.

• Piliavin’s Subway Study: Know the details of Piliavin’s study, including its aim, procedure, and findings. This study investigated how factors like the victim's perceived state and the presence of other bystanders influenced helping behaviour.

• Evaluation: Be ready to evaluate Piliavin’s study, considering its strengths, such as its real-world setting which enhances ecological validity, and limitations, like potential ethical issues and the generalisability of the findings to other settings.

Crowd and Collective Behaviour:

• Social and Dispositional Factors: Understand the social factors (such as group dynamics and social norms) and dispositional factors (like individual personality traits) that affect collective behaviour. Pay particular attention to how these factors can lead to different forms of collective behaviour in various settings.

• Deindividuation: This is a key concept, so be prepared to describe how deindividuation, which involves losing self-awareness in groups, can lead to behaviour that is out of character. Evaluate this explanation, including its strengths, like explaining phenomena such as riots or mob behaviour, and limitations, such as its reliance on laboratory settings which may not reflect real-world scenarios.

   

Language, Thought and Communication:

· Properties of Human Communication That Are Not Present in Animal Communication: Ensure you understand how human communication involves the ability to plan and discuss future events, a feature not observed in animal communication. Be prepared to explain how this capacity for abstract thinking and future planning differentiates human language from that of animals.

· Body Language: Focus on how various aspects of body language, such as open and closed posture, postural echo, and touch, can be applied to real-life situations. Be ready to describe how open posture can convey openness and confidence, while closed posture might indicate discomfort or defensiveness. Understanding these concepts will help in interpreting non-verbal cues in everyday interactions.

· Evidence That Non-Verbal Behaviour is Innate: Review research involving neonates to understand evidence supporting the innateness of non-verbal behaviour. For example, studies on newborns' ability to imitate facial expressions can provide insights into the innate aspects of non-verbal communication. Be prepared to discuss how such evidence supports the argument that certain non-verbal behaviours are hardwired rather than learned.

· Yuki's Study of Emoticons: Make sure you are familiar with Yuki's study, which investigated how emoticons are used to convey emotions across different cultures. Understand the study's aim, procedure, findings, and conclusions. This includes how emoticons can affect the interpretation of emotional content and the cultural differences observed. As with all the named studies in the specification – make sure you can evaluate this study too. Be prepared to present strengths and limitations. 

Brain and Neuropsychology:

· Release and Uptake of Neurotransmitters: Ensure you are familiar with how neurotransmitters are released from neurons, bind to receptor sites, and then undergo reuptake. Be prepared to describe key neurotransmitters like serotonin and dopamine, and how their levels can influence mood and behaviour. This foundational knowledge is crucial for understanding various psychological and neurological conditions.

· Understanding Neurological Damage (Stroke/Injury): Focus on how different types of neurological damage, such as strokes or brain injuries, can affect motor abilities and behaviour. Understand how damage to specific brain regions can lead to deficits in movement, speech, or cognitive functions. 

· Penfield's Study of the Interpretive Cortex: Make sure you can describe Penfield’s work on the interpretive cortex, including his use of electrical stimulation to map brain functions. Be prepared to outline the aim, procedure, findings, and conclusions of his study, which helped establish the relationship between specific brain areas and sensory or motor functions. Evaluation of this study should include its strengths, such as providing a clear map of brain function, and its limitations, such as potential ethical concerns or the applicability of findings to broader populations.

Psychological Problems:

· Types of Depression: Understand the key differences between unipolar depression (characterised by persistent low mood and lack of interest in activities) and bipolar disorder (which involves alternating periods of depression and mania or hypomania). Be able to describe the symptoms, duration, and impact of each type of depression. Additionally, differentiate these from normal sadness, which is a temporary emotional state rather than a clinical condition.

• ICD Diagnostic Criteria: Familiarise yourself with the ICD diagnostic criteria for depression. This includes recognising the essential features for diagnosis, such as duration, severity, and the impact on daily functioning. Be prepared to apply these criteria in case studies or hypothetical scenarios to identify and distinguish between different types of depressive disorders.

· Biological Explanation of Depression: Make sure you can explain the biological theories of depression, such as neurotransmitter imbalances (e.g., serotonin and norepinephrine), genetic factors, and brain structure abnormalities. Be clear about how these biological factors contribute to the development and persistence of depressive symptoms. Prepare to evaluate the biological explanation by discussing its strengths, such as the development of effective pharmacological treatments like SSRIs. Consider its limitations too, such as its reductionist nature and the lack of consideration for psychological and social factors. Be ready to discuss how these factors may interact with biological elements to influence mental health.

· Increased Challenges of Modern Living: Focus on how contemporary issues like economic hardship and social isolation impact mental health. Understand how these stressors can exacerbate mental health problems, potentially leading to higher rates of depression and anxiety. Be prepared to explain the mechanisms through which economic deprivation (such as financial stress and unemployment) and social isolation (such as lack of social support) affect mental health. This might include discussing increased vulnerability to stress and reduced access to mental health resources. Evaluate the implications of these challenges for mental health services and support systems.

Research Methods:

· Research Methods Across BOTH The Papers: Recognise that Research Methods content appears in both exam papers, not just Paper 1 –so you WILL still face research methods questions here in Paper 2. We’ve made sure that a range of questions have been included in our predicted papers to help you prepare for this.

AQA GCSE Psychology Guide

Exam Structure

AQA GCSE Psychology consists of two exam papers, each covering different topics.

Paper 1: Cognition and Behaviour

• Duration: 1 hour 45 minutes

• Weighting: 50% of the GCSE

• Topics Covered:

  • Memory – How we remember and forget, types of memory, and key studies.

  • Perception – How we interpret sensory information and illusions.

  • Development – Brain development, learning theories, and the role of education.

  • Research Methods – How psychologists conduct studies, including experiments, ethics, and data analysis.

Paper 2: Social Context and Behaviour

• Duration: 1 hour 45 minutes

• Weighting: 50% of the GCSE

• Topics Covered:

  • Social Influence – Obedience, conformity, and crowd behaviour.

  • Language, Thought & Communication – How language develops and how we communicate.

  • Brain & Neuropsychology – The structure and function of the brain, neurons, and the impact of brain injury.

  • Psychological Problems – Mental health issues such as depression and addiction.

Top 10 Revision Tips for GCSE Psychology

1. Know the Specification – Familiarise yourself with the exact topics and key studies to avoid surprises in the exam.

2. Use Active Recall – Instead of just reading notes, test yourself with flashcards, past paper questions, or self-quizzing.

3. Practice Past Papers – AQA past papers help you understand the exam format and the types of questions that come up.

4. Master Research Methods – This topic appears across both papers, so ensure you understand key terms like validity, reliability, and different research designs.

5. Apply Real-Life Examples – Relating theories to everyday situations can help with understanding and recall.

6. Use Mnemonics & Memory Aids – Create acronyms or rhymes to remember studies, key researchers, and theories.

7. Watch Video Walkthroughs – Engaging with visual explanations (like our video walkthroughs!) can make tricky concepts easier to grasp.

8. Practice Essay Writing – Learn how to structure 9-mark questions by using clear points, evidence, and evaluations.

9. Stay Organised – Use a revision timetable to ensure you cover all topics in good time before the exam.

10. Look After Yourself – Get enough sleep, eat well, and take breaks to keep your brain in top form for revision and exams.

By following these tips and staying consistent with your revision, you’ll be in a strong position to succeed in GCSE Psychology! 🧠✨