Student Book

Chapter 1 Psychology toolkit
1.1 Overview of VCE Psychology
1.2 Developing aims, questions and hypotheses
1.3 Planning and conducting investigations
1.4 Complying with safety and ethical guidelines
1.5 Generating collating and recording data
1.6 Organising, presenting and processing data
1.7 Analysing and evaluating data and investigation methods
1.8 Constructing evidence-based arguments and conclusions
1.9 Analysing and evaluating scientific ideas
1.10 Communicating scientific ideas
1.11 Aboriginal and Torres Strait Islander knowledges, cultures and histories
1.12 Preparing for assessment
Chapter 1 Review

Unit 3 How does experience affect behaviour and mental processes?

Chapter 2 Nervous system functioning
2.1 The human nervous system
2.2 Conscious and unconscious responses
2.3 The role of neurons in communication
2.4 Neurotransmitter function and effects
2.5 The role of dopamine and serotonin as neuromodulators
2.6 Synaptic plasticity
Chapter 2 Review

Chapter 3: Stress as a psychobiological process
3.1 Psychobiological stress responses
3.2 General Adaptation Syndrome
3.3 The Transactional Model of Stress and Coping
3.4 The gut-brain axis
3.5 Strategies for coping with stress
Chapter 3 Review

Unit 3 Area of Study 1 Checkpoint

Chapter 4 Approaches to understanding learning
4.1 An introduction to models of learning
4.2 Classical conditioning
4.3 Operant conditioning
4.4 Observational learning
4.5 Indigenous ways of knowing
Chapter 4 Review

Chapter 5 The psychobiological process of memory
5.1 The Atkinson-Shiffrin multi-store model of memory
5.2 Regions of the brain and their role in memory
5.3 The role of episodic and semantic memory in retrieving events and constructing imagined futures
5.4 Improving memory with mnemonic devices
Chapter 5 Review

Unit 3 Area of Study 2 Checkpoint

Unit 3 Review

Unit 4 How is mental wellbeing supported and maintained?

Chapter 6 The demand for sleep
6.1 Sleep as an altered state of consciousness
6.2 Techniques used to measure sleep
6.3 Regulation of sleep-wake patterns
6.4 The demand for sleep across the lifespan
Chapter 6 Review

Chapter 7 The importance of sleep for mental wellbeing
7.1 The effects of sleep deprivation
7.2 Circadian rhythm sleep disorders
7.3 Sleep hygiene
Chapter 7 Review

Unit 4 Area of Study 1 Checkpoint

Chapter 8 Defining mental wellbeing
8.1 Ways of considering mental wellbeing
8.2 Mental wellbeing as a continuum
Chapter 8 Review

Chapter 9 Specific phobia
9.1 Developing a specific phobia
9.2 Biological interventions for specific phobia
9.3 Psychological interventions for specific phobia
9.4 Social interventions for specific phobia
Chapter 9 Review

Chapter 10 Maintenance of mental wellbeing
10.1 Biological factors contributing to mental wellbeing
10.2 Psychological factors contributing to mental wellbeing
10.3 Social factors contributing to mental wellbeing
10.4 Cultural determinants for improving social and emotional wellbeing
Chapter 10 review

Unit 4 Area of Study 2 Checkpoint

Chapter 11 Student designed investigation
11.1 Investigation design
11.2 Scientific evidence
11.3 Science communication
Chapter 11 review

Unit 4 Area of Study 3 Sample Poster

Unit 4 Review

Unit 3 & 4 practice exam

Chapter 12 Investigations

---

Student Workbook

Chapter 1 Psychology toolkit
1.1 Develop aims and questions, formulate hypotheses and make predictions
1.2 Plan and conduct investigations
1.3 Comply with safety and ethical guidelines
1.4 Generate, collate and record data
1.5 Analyse and evaluate data and investigation methods
1.6 Construct evidence-based arguments and draw conclusions
1.7 Analyse, evaluate and communicate scientific ideas

Unit 3 How does experience affect behaviour and mental processes?
Word wizard

Chapter 2 Nervous system functioning
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 3 Stress as a psychobiological process
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 4 Approaches to understanding learning
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 5 The psychobiological process of memory
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Unit 3 Practice exam questions

Unit 4 How is mental wellbeing supported and maintained?
Word wizard

Chapter 6 The demand for sleep
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 7 The importance of sleep for mental wellbeing
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 8 Defining mental wellbeing
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Research review
Evaluating ethics

Chapter 9 Specific phobia
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 10 Maintenance of mental wellbeing
Chapter checklist
Groundwork
Case cracker
Data drill
Investigation inspector
Evaluating ethics
Research review

Chapter 11 Student designed investigation
11.1 Investigation design
11.2 Scientific evidence
11.3 Scientific communication

Unit 4 Practice exam questions

Units 3 & 4 Practice exam questions

Chapter 12 Investigations
2.1 Does activation of the sympathetic and parasympathetic nervous systems lead to a change in heart rate?
2.3 How can neural transmission across a synapse be modelled?
3.1 How can we teach primary school students about the flight-or-fight-or-freeze response?
3.4 Can diets rich in healthy bacteria and probiotics be used to treat stress-induced gastrointestinal damage?
4.1 How can we model the process of observational learning in practice?
4.2 How do different circumstances affect the time in which a conditioned response is learnt?
4.3 Can pigeons learn to operate military weapons?
5.4A Can the method of loci improve memorisation of visual information?
5.4B How does Aboriginal peoples’ use of Songlines improve memory?
6.2A Does the time taken to fall asleep affect the duration of the first sleep cycle?
6.2B What factors are affecting the sleep of adolescents?
7.3A How can the sleep of new shift workers be improved?
7.3B How can you improve sleep hygiene by modifying your diet?
8.2A Is there a correlation between stress and perceived mental wellbeing in the workplace?
8.2B How has the COVID-19 pandemic affected the mental wellbeing of students?
9.4A How does exposure to a phobic stimulus aid in the treatment of specific phobia?
9.4B How can identification of biopsychosocial factors be used to inform the treatment of a specific phobia?
10.1 Is there a relationship between daily water intake and perceived levels of mental wellbeing?
10.2 Does mindfulness meditation improve relaxation?

Leo Hong
Leo Hong is an experienced Psychology and Legal Studies teacher at Trinity Grammar School, Kew.  Having taught in a range of schools over the past 16 years, Leo has a depth of knowledge and pedagogical experience through his involvement and implementation of problem-based learning programs and ICT training programs for teachers. He currently holds a Bachelor of Arts/Music, with a major in Psychology and Honours in Criminology and is a VCAA assessor.

Matthew Rock
Matthew Rock started his career as a chemist working in energy production and pharmaceuticals while finishing his double degree in Bachelor of Science/Bachelor of Secondary Education at Monash University. His passion in science led to his first teaching position at Trinity Grammar School teaching VCE Chemistry and Psychology. During his five years at Trinity, Matthew gained skills as a subject coordinator, writer, assessor, and examiner. Matthew's current school, Camberwell Girls Grammar School, allows him to continue his passions in engaging with science and developing student wellbeing projects.

Jodie Allen
Jodie Allen has been teaching VCE Psychology since 2001 and has been a VCAA exam assessor for more than 13 years. She has a Bachelor of Arts and Postgraduate Primary and Secondary Teaching degree and is currently teaching at Wellington Secondary College. Over her career she has held leading teacher and learning specialist roles in areas such as the senior school and student voice & agency. Jodie has authored psychology content for Oxford in the past and in her free time, she enjoys playing basketball.

Elizabeth Blaher-Lucas
Elizabeth Blaher-Lucas is a passionate and experienced VCE Psychology teacher, VCE psychology assessor, and examination panel member. In addition to having worked in both government and independent school environments for the past 20 years, Elizabeth has also co-taught 3rd and 4th year preservice psychology teachers at Monash University since 2018 and is now working at Victoria University.

Paige Jessulat
Paige Jessulat has taught VCE Psychology and VCE Legal Studies at Frankston High School since 2017. She is passionate about the field of Psychology and has a special interest in the mental health of adolescents which has underpinned her roles as Year Level Coordinator and Mental Health Week Coordinator. Paige has also been a VCAA Assessor for the Psychology exam since 2020.

Roger Edwards
Roger has been involved with the VCE Psychology course since its inception back in 1991. He taught VCE Psychology for fifteen years and is currently the Supervising Psychology at Monash University’s Krongold Clinic – a university-based clinic that provides affordable psychological and counselling services.

Tiarne Newton
Tiarne holds a Bachelor of Arts (Psychology & Literature) and Secondary Education. She has been contributing her expertise as a senior Psychology teacher at East Doncaster Secondary College for the past six years. Tiarne has played a pivotal role in enhancing the Science teaching and learning program, notably through the introduction of a novel Psychology curriculum tailored to Year 10 students. She has been actively engaged as a VCAA exam marker and has contributed to writing and reviewing student practice exam papers. Her continued commitment to enhancing student resources, alongside her passion for teaching Psychology to senior students, exemplifies her dedication to educational advancement and creativity.