How to get an A at AS and an A* in Cambridge A Level Psychology

Build study cards that explain the research

For each required study, record the aim, sample, design, procedure, measured variables, findings and conclusion. Then add a short explanation of why the method matters. Ask which feature strengthens control, which may limit generalisation and what ethical issue is relevant.

At AS, practise retrieving study details accurately without blending similar experiments. Use a comparison table when two studies share a topic but differ in design. A correct evaluation of the wrong procedure will not demonstrate secure knowledge of the study being asked about.

Make research methods practical

Invent small, ethical classroom-style scenarios on paper and specify how you would measure each variable. Replace vague outcomes such as better memory with an operational measure, such as the number of words correctly recalled after a defined delay. The measure should match the question and be feasible.

Distinguish reliability, validity and generalisability. Explain the actual effect of a design choice instead of labelling every laboratory study artificial. High control may help isolate a variable, while a narrow task may limit how confidently you apply the result to everyday behaviour.

Use A2 options to develop focused arguments

Cambridge offers a choice of two specialist options from clinical, consumer, health and organisational psychology. Follow the options taught and entered through your centre. Do not spread revision across every option because an online resource happens to include them all.

Within each chosen option, connect explanations, evidence and applications. When evaluating an intervention or account of behaviour, state the criterion you are using: effectiveness, ethics, practicality or evidential support. Compare alternatives on that same criterion so the judgement is coherent rather than a collection of unrelated criticisms.

Replace generic criticism with a consequence

A useful evaluation names a specific feature and explains how it affects the conclusion. For example, knowing participants are observed may change their behaviour; explain what that means for this task and interpretation. Do not assume the effect without considering the design.

During timed practice, separate description from evaluation visibly in your plan. Answer the command word and use the appropriate level of detail. After marking, check whether every evaluative claim is connected to a study or scenario. Keep published thresholds separate from study targets: no single percentage guarantees the same grade every session.

Common mistakes—and how to fix them

Your four-week revision plan

Use this as a focused revision cycle alongside your lessons. If you are still learning the course, give unfamiliar topics more time before attempting full papers.

1. Week 1

   Check and retrieve studies

   • Confirm syllabus year, reference list and A2 options.
   • Build study cards and test procedure details without notes.
2. Week 2

   Apply methods

   • Operationalise variables in new scenarios.
   • Compare designs using control, validity, reliability and ethics.
3. Week 3

   Develop option arguments

   • Write timed answers using evidence from the required material.
   • Connect each evaluative point to a specific consequence.
4. Week 4

   Correct and rehearse

   • Redo answers that mixed studies or used vague criticism.
   • Complete a balanced mock across the components for your stage.

Your questions, answered