📚 Year 7 AQA Psychology Full Specification Breakdown | Year 7 AQA 心理学课程大纲全面解析
Year 7 marks an exciting introduction to the science of mind and behaviour. The AQA-aligned psychology curriculum for 11–12 year-olds provides a broad foundation, covering memory, perception, the brain, development, social influence, wellbeing and basic research methods. This specification breakdown explores each topic, explains key vocabulary and shows how skills are assessed—perfect for students, parents and teachers navigating the first year of psychological study.
七年级是探索心灵与行为科学的绝佳起点。本课程紧密结合AQA理念，为11–12岁学生提供心理学入门基础，涵盖记忆、知觉、大脑、发展、社会影响、心理健康和基础研究方法。这份大纲解析将逐一介绍每个主题、关键术语以及评估方式，帮助学生、家长和教师更好地了解心理学学习第一年的全貌。
1. Introduction to the Course | 课程简介
The Year 7 AQA Psychology course is designed to spark curiosity about why people think, feel and act the way they do. It builds on the natural questions young adolescents have about themselves and others.
7年级AQA心理学课程旨在激发学生对人类思维、情感和行为原因的好奇心。课程建立在青少年对自我和他人自然产生的问题之上。
It is structured around six core topic areas and a research skills module, giving students a taste of scientific inquiry into the mind. The approach balances hands-on experiments with discussion, ensuring abstract ideas feel relevant.
课程结构围绕六个核心主题和一个研究技能模块，让学生初步体验对心智的科学探究。教学方法平衡动手实验与课堂讨论，确保抽象概念显得贴近生活。
Lessons involve hands-on activities, such as simple memory experiments and optical illusion demonstrations, making abstract concepts tangible. This active learning helps embed psychological vocabulary from an early stage.
课堂教学包括动手活动，如简单的记忆实验和视错觉演示，将抽象概念变得具体可感。这种主动学习方式有助于早期阶段内化心理学术语。
2. Aims and Objectives | 课程目标
By the end of Year 7, students should be able to describe basic psychological processes like memory encoding and social conformity. They will also recognise the role of the brain in everyday functioning.
到7年级结束时，学生应能描述记忆编码、社会从众等基本心理过程。他们还将认识到大脑在日常功能中的作用。
The course aims to develop scientific literacy: learning to formulate research questions, identify variables and understand ethical guidelines. These skills provide a toolbox for critical thinking across all subjects.
课程旨在培养科学素养：学会提出研究问题、识别变量并理解伦理准则。这些技能为所有学科的批判性思维提供工具箱。
Another key objective is to encourage self-reflection and empathy by linking psychological concepts to personal experiences. Students regularly keep learning logs where they apply ideas like cognitive biases to their own decisions.
另一个关键目标是通过将心理概念与个人经历联系起来，鼓励自我反省和同理心。学生定期撰写学习日志，将认知偏差等概念应用于自己的决策中。
3. Core Theme 1: Memory | 核心主题1：记忆
Memory is the foundation of all learning. Students explore the multi-store model, which describes how information flows from sensory registers to short-term and long-term storage.
记忆是一切学习的基础。学生探索多储存模型，了解信息如何从感觉登记进入短时和长时存储。
| Memory Store | Capacity | Duration |
|---|---|---|
| Sensory Memory | Very large | Less than 1 second |
| Short-Term Memory | 7 ± 2 items | Around 18–30 seconds |
| Long-Term Memory | Unlimited | Potentially a lifetime |
多储存记忆模型主要包括三种存储：感觉记忆容量巨大但持续时间极短；短时记忆约可容纳7±2个组块，保持时间约18~30秒；长时记忆的容量和持续时间近乎无限。学生通过课堂复述和干扰实验亲身体验这些差异。
Pupils also learn about forgetting via Ebbinghaus’s Forgetting Curve and apply strategies like spaced repetition to improve retention. They create revision timetables that capitalise on the curve’s shape, revisiting material after increasing intervals.
学生还通过学习艾宾浩斯遗忘曲线来了解遗忘规律，并运用间隔重复等策略来改善记忆保持。他们根据曲线形状制定复习时间表，在逐渐拉长的间隔后重温内容。
4. Core Theme 2: Sensation and Perception | 核心主题2：感觉与知觉
Sensation vs perception is a key distinction: sensation is the detection of stimuli by sensory organs, whereas perception is the brain’s interpretation and organisation of those signals.
感觉与知觉的关键区别在于：感觉是感觉器官对刺激的侦测，而知觉是大脑对那些信号的解读与组织。
Students examine visual illusions (e.g., Müller-Lyer, Ponzo) to understand how top-down processing can lead to perceptual errors. They debate whether we can ever truly see the world as it is.
学生通过缪勒-莱尔错觉、庞佐错觉等视错觉，理解自上而下加工如何导致知觉错误，并辩论我们是否能真正看见世界的本来面目。
Gestalt principles—such as proximity, similarity and closure—show how we naturally organise visual input into meaningful wholes. Pupils complete design tasks illustrating how these principles guide our grouping of elements.
格式塔原则（如接近性、相似性、闭合性）揭示了我们将视觉信息自动组织成有意义整体的方式。学生完成设计任务，展示这些原则如何指引我们对元素的归类。
5. Core Theme 3: Brain and Behaviour | 核心主题3：大脑与行为
An introduction to the biological basis of behaviour: neurons, synapses and neurotransmitters. Pupils build simple models of neurons to grasp the electrochemical transmission of signals.
介绍行为的生物学基础：神经元、突触和神经递质。学生通过搭建简单的神经元模型来理解信号的电子化学传递。
The nervous system is divided into the central nervous system (brain and spinal cord) and the peripheral nervous system. This dual structure is compared to a command centre and messenger network.
神经系统分为中枢神经系统（脑和脊髓）和外周神经系统。这一双重结构被比作指挥中心和信使网络。
Key brain regions—frontal lobe (decision-making), temporal lobe (hearing, memory), occipital lobe (vision) and cerebellum (coordination)—are explored. Case studies of brain injury (e.g. Phineas Gage) help illustrate the link between brain areas and personality.
重点探索大脑主要区域：额叶（决策）、颞叶（听觉、记忆）、枕叶（视觉）和小脑（协调）。菲尼斯·盖奇等脑损伤案例帮助说明脑区与人格的关联。
6. Core Theme 4: Developmental Psychology | 核心主题4：发展心理学
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