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The higher level extensions in Paper 1 have been a mixed bag for teachers and students alike. 

While they provide an opportunity to dig deeper into interesting topics, they’ve also made the syllabus unnecessarily complex and, at times, frustrating. 

With these extensions being phased out in the new syllabus, it’s worth reflecting on their challenges and sharing strategies to teach them effectively.

The Problem: A Complicated and Uneven Addition

Higher level extensions link to the three approaches, but their success has varied. 

The biological approach extensions (animal models and ethics) integrate well with standard-level content, allowing students to build on existing knowledge. 

In contrast, the cognitive approach extensions (technology's effects and research methods) are slightly harder to align, while the sociocultural approach extension on globalisation feels disconnected from its topics.

Adding to the complexity, these extensions only appear as ERQs in Paper 1, meaning teachers must ensure students are prepared to write in-depth essays for each. 

The unpredictability of exam questions, particularly for globalisation, adds to the difficulty, leaving both teachers and students feeling uncertain.

My Solution: Incorporate Extensions Strategically

To tackle these challenges, I structure lessons specifically for higher level students after covering each standard level topic in Paper 1. 

These lessons focus entirely on the extensions, giving students the space and independence to explore them in depth while ensuring they’re equipped with the necessary skills to tackle ERQs.

Biological Approach Extensions

The biological extensions work well alongside topics like the brain, hormones, and genetics. 

I guide students through studies on animal models, emphasising their generalisability, usefulness, and concurrent validity with human studies. 

For ethical considerations, we delve into animal research guidelines and laws, linking these evaluations to specific examples.

Cognitive Approach Extensions

For the cognitive approach, I get students to explore the positive and negative effects of technology on processes like memory, multitasking, and attention. 

Students focus on one study for each effect and practise integrating this into essay templates. 

Since the research here is experiment-heavy, we discuss how to tackle questions on research methods by focusing on these designs.

Sociocultural  Extensions

The sociocultural extensions are the most problematic. 

Globalisation feels out of sync with the topics in this approach, and exam questions often ask about broad concepts, making them difficult to predict. 

To prepare students, I encourage them to find diverse studies and craft flexible essay plans that can address different angles. 

This requires careful guidance, but I make it an independent task to foster their analytical skills.

Looking Ahead: A Positive Change

The good news is that these extensions will be replaced in the new syllabus with a more focused higher level Paper 3. 

Students will analyse data from research on culture, motivation, or technology—topics that are clear, relevant, and more manageable to teach. 

This change not only simplifies the syllabus but also enhances the clarity and applicability of higher level content.

While the higher level extensions have had their challenges, incorporating them into independent lessons and using essay templates ensures students are prepared. 

With the upcoming changes, I’m excited about the new opportunities to teach higher level students in a way that’s more engaging and streamlined.

If you have any innovative and successful strategies for teaching the current higher level extension topics, let me know and I will share your ideas with everyone.

Until next week,

Thes

Future articles in this series:

• How to get full marks on 'discuss' ERQs.
• Paper 3 tips and tricks.
• How scientific does the Biological Approach have to be?