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What is Psychology about?
Subject terms can be found in the glossary.
Psychology is the scientific study of human cognition, emotion, and action. Psychology addresses questions by deconstructing patterns of thinking, feeling, and behaviour, as well as identifying and challenging assumptions, theories, and conventions.
Ākonga will engage with Psychology of Aotearoa, which embraces indigenous knowledges from Aotearoa New Zealand and the Pacific and utilises them to unpack human behaviour. It investigates why we behave the way we do through social inquiry and scientific observation. This exploration will help ākonga understand themselves, their whānau, and others around them.
Through studying Psychology, ākonga will become familiar with reading research papers, pūrākau, and case studies. They will learn to use wānanga, talanoa, surveys, experiments, and observation to develop their capacity to understand people’s behaviours and responses. Ākonga will use this knowledge to deepen their awareness of themselves, and how they belong. They will apply their knowledge and skills learnt to real-life situations and societies, past and present.
Inquiry in Psychology can follow a number of approaches. In Psychology, the term ‘approach’ refers to a paradigm or set of principles based on beliefs about people and the way that they function. Ākonga studying Psychology will become familiar with a range of approaches, and their appropriate application. Approaches include biological, behavioural, cognitive, and psychodynamic psychologies. Different approaches may offer different explanations for behaviours or responses. Ākonga studying Psychology will examine the tūhonotanga of these layered and dynamic understandings. Tūhonotanga speaks to a deep connectedness, not only between people, but between people and their environments. In the application of psychological thought, there are many interconnected threads influencing, and in turn being influenced by, one another. This holistic understanding of investigation is important to capture the complexity of human behaviour.
When examining established psychology research, ākonga will consider the effects that approaches and contexts have had on the findings. Through unpacking biases that may exist in prior investigations, they will understand the need for cultural responsiveness in any research they plan. Ākonga will follow a tikanga of research in any of their own investigations. This means understanding that the appropriate way to proceed in scientific endeavour is shaped by Te Tiriti o Waitangi, and that frameworks such as the New Zealand Code of Ethics offer ākonga a way to give action to the principles of Te Tiriti.
Subject terms can be found in the glossary.
Psychology is the scientific study of human cognition, emotion, and action. Psychology addresses questions by deconstructing patterns of thinking, feeling, and behaviour, as well as identifying and challenging assumptions, theories, and conventions.
Ākonga will engage with Psychology of Aotearoa, which embraces indigenous knowledges from Aotearoa New Zealand and the Pacific and utilises them to unpack human behaviour. It investigates why we behave the way we do through social inquiry and scientific observation. This exploration will help ākonga understand themselves, their whānau, and others around them.
Through studying Psychology, ākonga will become familiar with reading research papers, pūrākau, and case studies. They will learn to use wānanga, talanoa, surveys, experiments, and observation to develop their capacity to understand people’s behaviours and responses. Ākonga will use this knowledge to deepen their awareness of themselves, and how they belong. They will apply their knowledge and skills learnt to real-life situations and societies, past and present.
Inquiry in Psychology can follow a number of approaches. In Psychology, the term ‘approach’ refers to a paradigm or set of principles based on beliefs about people and the way that they function. Ākonga studying Psychology will become familiar with a range of approaches, and their appropriate application. Approaches include biological, behavioural, cognitive, and psychodynamic psychologies. Different approaches may offer different explanations for behaviours or responses. Ākonga studying Psychology will examine the tūhonotanga of these layered and dynamic understandings. Tūhonotanga speaks to a deep connectedness, not only between people, but between people and their environments. In the application of psychological thought, there are many interconnected threads influencing, and in turn being influenced by, one another. This holistic understanding of investigation is important to capture the complexity of human behaviour.
When examining established psychology research, ākonga will consider the effects that approaches and contexts have had on the findings. Through unpacking biases that may exist in prior investigations, they will understand the need for cultural responsiveness in any research they plan. Ākonga will follow a tikanga of research in any of their own investigations. This means understanding that the appropriate way to proceed in scientific endeavour is shaped by Te Tiriti o Waitangi, and that frameworks such as the New Zealand Code of Ethics offer ākonga a way to give action to the principles of Te Tiriti.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Psychology Big Idea.
The Social Sciences Learning Area, including its whakatauakī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauakī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Psychology. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Psychology Big Idea.
The Social Sciences Learning Area, including its whakatauakī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauakī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Psychology. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Psychology recognises that in the context of Aotearoa New Zealand, exploration of tūhonotanga is essential for a more complete understanding. Tūhonotanga is a web of connection which sees people in relation with one another as well as the rest of the physical and spiritual world. Care must be taken to see how all parts of a system connect and sit alongside one another. Looking at phenomena in relation to one another will allow ākonga to explore the nuances of psychological thought. Complex interactions between sensation, perception, cognition, motivation, environment, and genetics come to form all aspects of the human experience.
People, whenua, cognition, and action all influence, and are influenced by, one another. A greater awareness of this intricate and dynamic web leads to a greater understanding of psychology. Ākonga studying Psychology will move beyond simple ‘either/or’ debates – they will become familiar with processes allowing them to explore the nuances of multiple interwoven causes.
Tūhonotanga is central to Psychology because it seeks explanation through connections, systems, and relationships
Psychology recognises that in the context of Aotearoa New Zealand, exploration of tūhonotanga is essential for a more complete understanding. Tūhonotanga is a web of connection which sees people in relation with one another as well as the rest of the physical and spiritual world. Care must be taken to see how all parts of a system connect and sit alongside one another. Looking at phenomena in relation to one another will allow ākonga to explore the nuances of psychological thought. Complex interactions between sensation, perception, cognition, motivation, environment, and genetics come to form all aspects of the human experience.
People, whenua, cognition, and action all influence, and are influenced by, one another. A greater awareness of this intricate and dynamic web leads to a greater understanding of psychology. Ākonga studying Psychology will move beyond simple ‘either/or’ debates – they will become familiar with processes allowing them to explore the nuances of multiple interwoven causes.
Big Idea Body:
Identity is a core focus of Psychology, which informs many areas of psychological study including motivation, consciousness, and behaviour. Identity is multi-layered, with individuals’ character, whānau, social groups, and cultural groups all exhibiting reciprocal influence.
Ākonga of Psychology will examine identity both for individuals and groups. They will explore the bonds that holds these groups and their members in connection with one another. Ākonga will explore their own identity, understanding the part played by social groups to which they belong, and the cultures in which they were raised.
Ākonga will become familiar with Māori and Pacific views of collective identity, using the concept of vaka as an analogy for a shared journey, as well as whanaungatanga. This exploration will give ākonga the tools to see how behaviour and expression of identity fit into larger social systems. This knowledge will allow ākonga to build healthy relationships based on mutual understanding and better respond to the emotions and behaviours of themselves and others.
Psychology enables people to explore their identity and make sense of themselves in relation to others and the environment around them
Identity is a core focus of Psychology, which informs many areas of psychological study including motivation, consciousness, and behaviour. Identity is multi-layered, with individuals’ character, whānau, social groups, and cultural groups all exhibiting reciprocal influence.
Ākonga of Psychology will examine identity both for individuals and groups. They will explore the bonds that holds these groups and their members in connection with one another. Ākonga will explore their own identity, understanding the part played by social groups to which they belong, and the cultures in which they were raised.
Ākonga will become familiar with Māori and Pacific views of collective identity, using the concept of vaka as an analogy for a shared journey, as well as whanaungatanga. This exploration will give ākonga the tools to see how behaviour and expression of identity fit into larger social systems. This knowledge will allow ākonga to build healthy relationships based on mutual understanding and better respond to the emotions and behaviours of themselves and others.
Big Idea Body:
Psychology draws on a rich history of thinking and observation. Often, this canonical psychology work has occurred in a context very different to that of present-day Aotearoa New Zealand. This difference may be evident in the cultural concerns of the socio-geographic situation in which experimentation was carried out, or in the suggestion of biases held by thinkers of another time. While Psychology of Aotearoa learns from the practices and findings of psychological researchers past, it does so critically, weaving in cultural responsiveness and an analytical eye with which to examine the validity and limitations of information in our present context.
In Psychology, ākonga develop their scientific literacy, learning to critically examine existing psychological research. They will move forward with an understanding of psychological knowledge, and a strong foundation in the cultural and ethical responsibilities needed to put it into action.
Psychology evolves by weaving lessons from the past with new perspectives
Psychology draws on a rich history of thinking and observation. Often, this canonical psychology work has occurred in a context very different to that of present-day Aotearoa New Zealand. This difference may be evident in the cultural concerns of the socio-geographic situation in which experimentation was carried out, or in the suggestion of biases held by thinkers of another time. While Psychology of Aotearoa learns from the practices and findings of psychological researchers past, it does so critically, weaving in cultural responsiveness and an analytical eye with which to examine the validity and limitations of information in our present context.
In Psychology, ākonga develop their scientific literacy, learning to critically examine existing psychological research. They will move forward with an understanding of psychological knowledge, and a strong foundation in the cultural and ethical responsibilities needed to put it into action.
Big Idea Body:
Psychological research explores human behaviours observable at a group level. Effective psychological research will not examine just one isolated member of these groups, rather it will take into account the many interrelated causes behind certain measurable phenomena through holistic inquiry.
Holistic inquiry will draw from a number of psychology paradigms. Information-gathering can take the form of talanoa, wānanga, observation, or any other mode that responds to the cultural context in which the research is to take place. Findings will then be examined through a number of lenses, so as to draw accurate and culturally informed conclusions.
Ākonga will be able to carry this holistic inquiry capability with them into other Social Science studies, as well as into the Sciences. They will also be able to apply their research literacy to critically examining claims presented by others, including in the media
Psychology uses holistic inquiry critically to inform thinking on socio-scientific issues
Psychological research explores human behaviours observable at a group level. Effective psychological research will not examine just one isolated member of these groups, rather it will take into account the many interrelated causes behind certain measurable phenomena through holistic inquiry.
Holistic inquiry will draw from a number of psychology paradigms. Information-gathering can take the form of talanoa, wānanga, observation, or any other mode that responds to the cultural context in which the research is to take place. Findings will then be examined through a number of lenses, so as to draw accurate and culturally informed conclusions.
Ākonga will be able to carry this holistic inquiry capability with them into other Social Science studies, as well as into the Sciences. They will also be able to apply their research literacy to critically examining claims presented by others, including in the media
Key Competencies in Psychology
Thinking
Students of Psychology will:
- be challenged to think critically by exploring validity and reliability, bias, and perspectives
- develop understanding of mental processes and thought itself, reflecting on their own learning
- engage in problem solving, drawing on personal knowledge and intuitions, asking questions, and challenging the basis of assumptions and perceptions
- extend their thinking by connecting with bodies of knowledge across varied perspectives that reflect the diversity of Aotearoa New Zealand.
Using language, symbols, and texts
Students of Psychology will:
- use language and other symbolic systems effectively to understand research methodologies
- engage in the close reading and understanding of a variety of texts
- examine the ways in which we obtain the skills we need to undertake language processes such as reading and speaking.
Relating to others
Students of Psychology will:
- examine ways of understanding others and their behaviours
- develop understanding of multiple cultural conceptions of psychology
- actively listen to the views of others, while recognising and respecting different points of view
- collaborate effectively with others, engaging in innovative and creative thinking
- understand the importance of ethics and cultural responsiveness, which will allow them to relate to others through empathy.
Managing self
Students of Psychology will:
- build confidence through deepening knowledge and understanding of human behaviour
- make sense of themselves through self-examination and exploration of identity
- foster self-management through examining ethics and cultural responsiveness.
Participating and contributing
Students of Psychology will:
- participate in and contribute to inquiry
- be motivated to engage in the classroom and in the wider community through on-going exploration of the ‘big questions’
- examine the world around them to understand how psychology shapes participation and contribution in society.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Thinking
Students of Psychology will:
- be challenged to think critically by exploring validity and reliability, bias, and perspectives
- develop understanding of mental processes and thought itself, reflecting on their own learning
- engage in problem solving, drawing on personal knowledge and intuitions, asking questions, and challenging the basis of assumptions and perceptions
- extend their thinking by connecting with bodies of knowledge across varied perspectives that reflect the diversity of Aotearoa New Zealand.
Using language, symbols, and texts
Students of Psychology will:
- use language and other symbolic systems effectively to understand research methodologies
- engage in the close reading and understanding of a variety of texts
- examine the ways in which we obtain the skills we need to undertake language processes such as reading and speaking.
Relating to others
Students of Psychology will:
- examine ways of understanding others and their behaviours
- develop understanding of multiple cultural conceptions of psychology
- actively listen to the views of others, while recognising and respecting different points of view
- collaborate effectively with others, engaging in innovative and creative thinking
- understand the importance of ethics and cultural responsiveness, which will allow them to relate to others through empathy.
Managing self
Students of Psychology will:
- build confidence through deepening knowledge and understanding of human behaviour
- make sense of themselves through self-examination and exploration of identity
- foster self-management through examining ethics and cultural responsiveness.
Participating and contributing
Students of Psychology will:
- participate in and contribute to inquiry
- be motivated to engage in the classroom and in the wider community through on-going exploration of the ‘big questions’
- examine the world around them to understand how psychology shapes participation and contribution in society.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Psychology has close links with a number of subjects, sharing with them different common areas of interest:
- Health and Psychology share an interest in human health, especially in reference to holistic models of wellbeing such as te wheke and fonofale, where physical health and mental health are inextricably linked.
- Biology and Psychology share an interest in understanding how the human body works and behaves.
- Social Studies and Psychology both seek to understand people. Where Social Studies examines people at a wider, societal level, Psychology looks to understand the individual as a part of that.
- History and Psychology both look to the past to understand our present. Ākonga studying Psychology will examine the history of psychological thought, and examine the evolution of thought and practice over time.
Psychology has close links with a number of subjects, sharing with them different common areas of interest:
- Health and Psychology share an interest in human health, especially in reference to holistic models of wellbeing such as te wheke and fonofale, where physical health and mental health are inextricably linked.
- Biology and Psychology share an interest in understanding how the human body works and behaves.
- Social Studies and Psychology both seek to understand people. Where Social Studies examines people at a wider, societal level, Psychology looks to understand the individual as a part of that.
- History and Psychology both look to the past to understand our present. Ākonga studying Psychology will examine the history of psychological thought, and examine the evolution of thought and practice over time.
Learning Pathway
Psychology offers a number of skills to ākonga that are applicable across all potential pathways. In exploring Psychology, ākonga will develop a nuanced understanding of varied explanations of behaviour and motivation. This gives ākonga a strong grounding in relating to others, a key component of working in a team, or any customer-facing role. Learning in Psychology may lead ākonga to a career in aged care, early childhood education, or health support.
There are many pathways for furthering study of Psychology at a tertiary level. Ākonga may choose to study a general psychology course, or specialise in areas such as indigenous psychologies, educational psychology, or clinical psychology. Further study of Psychology opens up a number of career pathways, notably as a therapist, including roles such as clinical psychologist, psychotherapist, or counsellor. More broadly in the realm of health, Psychology enables ākonga to pursue a number of careers, such as occupational therapy, nursing, or social work. Psychology knowledge can also be used to inform other avenues of study, offering new skills and perspectives to people working in a range of careers including advertising, management, and public policy.
Psychology offers a number of skills to ākonga that are applicable across all potential pathways. In exploring Psychology, ākonga will develop a nuanced understanding of varied explanations of behaviour and motivation. This gives ākonga a strong grounding in relating to others, a key component of working in a team, or any customer-facing role. Learning in Psychology may lead ākonga to a career in aged care, early childhood education, or health support.
There are many pathways for furthering study of Psychology at a tertiary level. Ākonga may choose to study a general psychology course, or specialise in areas such as indigenous psychologies, educational psychology, or clinical psychology. Further study of Psychology opens up a number of career pathways, notably as a therapist, including roles such as clinical psychologist, psychotherapist, or counsellor. More broadly in the realm of health, Psychology enables ākonga to pursue a number of careers, such as occupational therapy, nursing, or social work. Psychology knowledge can also be used to inform other avenues of study, offering new skills and perspectives to people working in a range of careers including advertising, management, and public policy.
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Introduction to Sample Course Outlines
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
All responses may be delivered in te reo Māori, English, or New Zealand Sign Language.
If providing a written response, it should be 900-1000 words in length. Oral responses should be 4-5 minutes in length. Students may also present evidence using assistive technologies.
Kaiako will determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be completed in class time. Ākonga may also choose to work outside of class time.
Ākonga will explore the use of ethics in a psychological practice taken from a real-world scenario. This can be a practice studied in class, or one which is new to ākonga.
It is recommended that kaiako set this psychological practice, though ākonga may also select a practice of personal interest. Ākonga selection of practice should be monitored closely by kaiako to ensure there is sufficient scope to cover the criteria of the Standard.
Kaiako should provide necessary resources for ākonga to explore the use of ethics in psychological practice. This may include templates or abridged ethical frameworks.
Ākonga may work collaboratively or individually. Where work is carried out in a group, ākonga should submit individual assessments and kaiako must ensure that there is evidence that each ākonga has met all aspects of the Achievement Standard. This might include conferencing with the student to determine their own understanding, having students complete an individual reflection or journal, or observing and making note of the contribution and participation of the various group members, all of which provide the opportunity for students to demonstrate their own understanding independently from the group.
Kaiako should ensure authenticity of evidence. This may include:
- having ākonga sign authenticity forms to verify it is their own work
- monitoring ākonga progress closely, which may include the examination of any draft materials
- using oral questioning to confirm ākonga understanding.
If ākonga present their evidence digitally, through a website, video, or blog, it is best to disable access to this after marking and moderation have occurred where possible. This helps to ensure that ākonga across the country cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.
All responses may be delivered in te reo Māori, English, or New Zealand Sign Language.
If providing a written response, it should be 900-1000 words in length. Oral responses should be 4-5 minutes in length. Students may also present evidence using assistive technologies.
Kaiako will determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be completed in class time. Ākonga may also choose to work outside of class time.
It is recommended that kaiako set the behaviour to be studied, though ākonga may also select a behaviour of personal interest. Ākonga selection of behaviour should be monitored closely by kaiako to ensure there is sufficient scope to cover the criteria of the Standard.
For the purposes of this Standard, discussion of two approaches will allow sufficient evidence. It is recommended that ākonga select the psychological approaches from those studied in class.
Kaiako should provide necessary resources for ākonga to explore how psychological approaches explain behaviour.
Ākonga may work collaboratively or individually. Where work is carried out in a group, ākonga should submit individual assessments and kaiako must ensure that there is evidence that each ākonga has met all aspects of the Achievement Standard. This might include conferencing with the student to determine their own understanding, having students complete an individual reflection or journal, or observing and making note of the contribution and participation of the various group members, all of which provide the opportunity for students to demonstrate their own understanding independently from the group.
Kaiako should ensure authenticity of evidence. This may include:
- having ākonga sign authenticity forms to verify it is their own work
- monitoring ākonga progress closely, which may include the examination of any draft materials
- using oral questioning to confirm ākonga understanding.
If ākonga present their evidence digitally, through a website, video, or blog, it is best to disable access to this after marking and moderation have occurred where possible. This helps to ensure that ākonga across the country cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.