AQA A-LEVEL PSYCHOLOGY SPECIFICATION

AQA A-level Psychology 7182 specification 2025

19 Jun

AQA A LEVEL PSYCHOLOGY 7182 SPECIFICATION 2025/2026

The first place to start when studying A Level Psychology is to locate the specification for your examination board. Below is an abridged version of the AQA A Level Psychology (7182) specification for 2025/26. I have excluded the sections intended for teachers and stripped the document down to reveal only the material that students are required to know. If you would like to view the full AQA specification, please click the link below:

https://www.aqa.org.uk/subjects/psychology/a-level/psychology-7182/specification

Your course specification is the definitive guide to what you need to learn. Textbooks can sometimes be misleading because they often include research studies, theories and additional material that are not specifically required by the examination board. One of the most important things to understand when beginning your A Level studies is exactly what is expected of you, and this means becoming familiar with the specification.

The specification outlines the content that must be learned for each paper and defines the boundaries of what can and cannot be examined. It identifies the theories, concepts, studies and researchers that students are expected to know, allowing you to focus your revision on the material that is actually required. Once you understand what is compulsory, you can direct your time and effort more effectively rather than being distracted by information that may be interesting but is unlikely to be rewarded in the examination.

The bottom line is simple: if it is not on the specification, you cannot be directly examined on it. For example, although Michael Rutter conducted much of the pioneering research on Romanian orphans, his name does not appear on the AQA specification. As a result, students are not required to know his name or cite his research specifically. This also means that other relevant research into Romanian adoptees may be used and credited in examination answers.

Another example concerns Milgram's obedience research. Many students unfamiliar with the AQA specification assume they should describe Milgram's original electric shock study when answering AO1 questions. However, the specification focuses on Milgram's variations and the agentic state explanation of obedience rather than the original baseline study itself. Consequently, students who describe only the original study in an AO1 answer are unlikely to gain credit because they have not addressed the material specified by AQA.

QUICK GUIDE TO THE AQA PSYCHOLOGY EXAMINATIONS

AQA A-level Psychology Specification 7182

AQA PSYCHOLOGY WEIGHTING OF ASSESSMENT OBJECTIVES

PAPER 1: INTRODUCTORY TOPICS IN PSYCHOLOGY

Introductory topics in Psychology specification — .

PAPER 2: PSYCHOLOGY IN CONTEXT

PAPER 3: ISSUES AND OPTIONS IN PSYCHOLOGY

Issues and options in Psychology specification — Make it stand out

Whatever it is, the way you tell your story online can make all the difference.

AQA PSYCHOLOGY SPECIFICATION 2019-2025

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Rebecca Sylvia

I am a Londoner with over 30 years of experience teaching psychology at A-Level, IB, and undergraduate levels. Throughout my career, I’ve taught in more than 40 establishments across the UK and internationally, including Spain, Lithuania, and Cyprus. My teaching has been consistently recognised for its high success rates, and I’ve also worked as a consultant in education, supporting institutions in delivering exceptional psychology programmes.

I’ve written various psychology materials and articles, focusing on making complex concepts accessible to students and educators. In addition to teaching, I’ve published peer-reviewed research in the field of eating disorders.

My career began after earning a degree in Psychology and a master’s in Cognitive Neuroscience. Over the years, I’ve combined my academic foundation with hands-on teaching and leadership roles, including serving as Head of Social Sciences.

Outside of my professional life, I have two children and enjoy a variety of interests, including skiing, hiking, playing backgammon, and podcasting. These pursuits keep me curious, active, and grounded—qualities I bring into my teaching and consultancy work. My personal and professional goals include inspiring curiosity about human behaviour, supporting educators, and helping students achieve their full potential.

https://psychstory.co.uk