Tom Coster – Psychology

Tag: DP Psychology

  • How to answer the exam questions

    How to answer the exam questions

    We’re excited to share a new (and free) resource created to support teachers and students in the new IB Diploma Psychology course: “How to answer exam questions.”

    How to answer exam questionsDownload

    This document will demystify the exam requirements across Papers 1, 2, and 3. It provides clear, structured guidance on how to approach every question.

    • Step-by-step structures for each question
    • Tips for content selection and writing focus

    The document is provided in Word format so you can copy and edit it to suit your purposes or share it directly with your students. A suggested use: Give a copy to students when they are doing practice exams so they can see exactly how to structure their responses.

    We hope this document helps make exam preparation a little smoother for everyone. Feel free to share it with colleagues.

    If you’re looking for even more comprehensive support, check out our book IB Diploma Psychology – Ten Mock Examinations with Model Answers. It includes TEN full mock exams (Papers 1, 2, and 3) complete with high-scoring sample responses for every question. Use it to plan your mocks, guide student revision, and sharpen your understanding of exactly what to teach for exam success.

  • Birth order and behaviour: A worksheet to support the 6 Concepts

    This post is about a Worksheet (below) that teachers can use in the first week or two of the course to introduce students to the 6 big Concepts of the course and to allow a conversation about the significance of good research. The worksheet includes a very recent article from BBC News (June 20th, 2025) and a collection of activities for students to complete, perhaps in small groups, perhaps individually, perhaps for homework…

    The birth order theory

    Is the first-born always the responsible one and the last born always the fun-loving rebel?

    The birth order theory suggests that your position in the family (firstborn, middle child, youngest, or only child) shapes your personality in predictable ways:

    • Firstborns are said to be more responsible and achievement-focused.
    • Middle children are often described as peacemakers or attention-seekers.
    • Youngest siblings are thought to be fun-loving and rebellious.
    • Only children are sometimes stereotyped as selfish or overly mature.

    These ideas are fun to talk about at dinner tables — and even show up in TV shows and social media memes — but do they hold up to scientific scrutiny?

    The research says… no.

    Decades of research have tried to pin down whether birth order really causes differences in personality. While some studies have found small patterns — for example, that firstborns might score slightly higher on intelligence tests — larger and better-designed studies have found no consistent, universal effects of birth order on broad personality traits.

    That doesn’t mean birth order has zero impact. It may shape behaviour in specific family contexts or cultures, and people’s beliefs about birth order can shape their identities. But overall, there’s very little evidence to say that your position in the family determines your personality in any reliable or scientific way.

    This example gives us a good way to start understanding the six key Concepts of IBDP Psychology:

    1. Bias

    We tend to notice evidence that confirms our expectations and ignore what doesn’t — a classic example of confirmation bias. If your older sister is bossy, you might say “Well, obviously, she’s the eldest.” But what about all the bossy youngest children?

    2. Causality

    Is it really birth order that causes certain traits? Or could it be age, parenting style, socioeconomic status, or even gender expectations? Psychology often grapples with correlation vs. causation, and birth order is a great example of that complexity.

    3. Measurement

    How do we measure personality? Many studies rely on self-report questionnaires, which come with limitations. People might describe themselves based on how they think they’re supposed to behave as an oldest child, not how they actually behave.

    4. Perspective

    The impact of birth order may differ between cultures and families. In some societies, firstborns may carry traditional responsibilities, while in others, birth order is far less significant. Perspective reminds us that psychology is not one-size-fits-all.

    5. Change

    Your personality and family roles can shift over time. A younger sibling might become more responsible later in life. Psychology recognises that behaviour and identity are not fixed, but dynamic.

    6. Responsibility/Ethics

    If we assume someone’s behaviour is fixed by their birth order, that can be limiting — even harmful. Ethical psychology considers the social consequences of labelling, stereotyping, and drawing broad conclusions from incomplete evidence.

    In the first week of IB Psychology, we’ll use this birth order debate to practice:

    • Asking critical questions about theories and research
    • Exploring the six Concepts in real-world contexts
    • Discussing beliefs vs. evidence, and developing a scientific mindset

    You’ll be using the attached worksheet to guide your thinking and conversation. Don’t worry — you don’t need to be an expert in Psychology yet. The goal is to start asking smart questions and learning how to evaluate claims, whether they’re in a textbook, a TikTok post, or a family argument at dinner.

    Final Thought

    1. What is your birth order?
      (First-born, middle child, youngest, only child, twin, etc.)
    2. Do you think your birth order has influenced your personality or behaviour?
      If so, in what ways?
    3. Do people ever describe you using “birth order” traits?
      (e.g. “You’re such a responsible oldest child” or “Typical youngest!”)
      Do you agree or disagree with those descriptions?
    4. How are your siblings’ personalities different from yours?
      Do you think these differences are because of birth order, or something else?
    5. Do you think all first-borns are more responsible? All youngest siblings more fun or rebellious?
      Why or why not?
    6. Do you think people act a certain way because of their birth order — or because they believe birth order affects their behaviour?
      Can belief shape personality?
    7. Do cultural or family expectations influence how children behave based on their birth order?
      Can you think of an example?
    8. Have you ever changed your role in the family over time?
      For example, were you once the “quiet one” but became more assertive? What caused that change?
    9. Do you think only children are different from children with siblings?
      In what ways, and why?
    10. If someone knew nothing else about you except your birth order, what might they assume about your personality?
      Do you think they’d be right?

    These questions can lead to some rich and open discussion — and they provide a natural bridge into critical thinking, the importance of evidence-based research, and the limitations of generalisations in psychology.

    Concepts worksheet – Eldest daughter syndromeDownload

    Final thought…

    Psychology is full of ideas that sound right — but part of becoming a psychologist is learning to dig deeper. The birth order theory may not be strongly supported by data, but it gives us the perfect launchpad into the skills, attitudes, and concepts that define this course.

  • Ten complete exam papers with high-scoring sample responses

    Real answers to your IBDP Psychology exam questions

    Struggling to figure out how much students need to write to get full marks?
    Wondering whether research studies are essential in exam answers?
    Curious how the new Class Practicals actually relate to the Paper 3 questions?

    You’re not alone—and now, you don’t have to guess because here’s an essential resource for the new IBDP Psychology course: A book of TEN complete exams (Standard and Higher Level), complete with high-scoring sample responses for every paper. TEN separate exam papers – use them for  exam preparation lessons and for your end of year practice/mock exams.

    This is the guide every teacher and student has been waiting for.

    • Detailed examples of full-mark answers—so students know exactly what ‘excellent’ looks like.
    • Clear guidance on how much to write, how to structure responses, and what the examiners expect.
    • Smart insights into whether and how to use research studies in your answers.
    • A clear link between the Class Practicals and how they prepare students for the demands of Paper 3.

    Whether you’re teaching the course or preparing to sit the exam, this book takes the mystery out of assessment and replaces it with confidence, clarity, and results.

    Tom Coster’s Ten Exams for IBDP Psychology is your ultimate companion for success in the new syllabus.

  • Dr Phil Silva: The Visionary Behind the Dunedin Study

    The global Psychology community mourns the loss of a pioneer. Dr Phil Silva, founder of the world-renowned Dunedin Multidisciplinary Health and Development Study – better known simply as the Dunedin Study – passed away on Thursday at the age of 84.

    For IB Diploma students, the Dunedin Study on which the longitudinal study that Caspi et al. (2003) is based.

    Dr Silva’s legacy is nothing short of extraordinary. In 1972, he began following the lives of 1037 babies born at Queen Mary Maternity Hospital in Dunedin. Over 50 years later, the study continues, with a participation rate of around 90% – an unmatched achievement in longitudinal research worldwide.

    As psychology teachers, we often search for meaningful case studies that demonstrate the real-world impact of psychological research. The Dunedin Study is one of those rare, gold-standard examples. It has helped reshape our understanding of child development, health, education, and mental wellbeing – and much of its success is owed to Dr Silva’s vision, energy, and compassion.

    Before becoming a psychologist and researcher, Phil Silva was a primary school teacher. Teaching rural children in the 1960s deeply influenced his later work – a foundation built on empathy, curiosity, and a commitment to supporting young people and their families. That passion carried through into his academic career, where he completed a master’s and PhD under Otago University’s Dr Patricia Buckfield, who herself had a keen interest in neonatology.

    Together, their early work collecting data on babies born in Dunedin from 1967 to 1973 laid the groundwork for the creation of the Dunedin Study. But it was Silva’s leadership, drive, and charisma that propelled the project forward. Against the odds – with minimal funding and few formal resources – he rallied hundreds of volunteers who believed in his mission to improve children’s lives.

    Silva’s research didn’t just stay in academic journals. It influenced public health policy, helped normalise routine check-ups for preschoolers, and highlighted the impact of conditions like glue ear on child development. He spoke passionately about the need for society to prioritise children’s wellbeing. In one memorable critique, he noted that New Zealanders were more likely to service their cars than check on the health of their children – a powerful call for compassion and systemic care.

    His work was internationally recognised. In 1993, the Dunedin Study made the cover of Time magazine under the headline: “All You Need is Love”. A year later, Silva was awarded an OBE for services to health and education.

    Dr Silva’s influence extended far beyond data collection. He was a mentor to the late Professor Richie Poulton, who succeeded him as study director, and to the current director, Professor Moana Theodore, who first joined the team as an interviewer during the age-26 assessment phase.

    Theodore describes him as “an energetic mentor” with a unique ability to bring people together in service of a bigger purpose: improving lives. That ability is reflected in the enduring loyalty of study participants – many of whom have stayed involved for over five decades.

    She beautifully summed up his contribution:

    “Dr Phil has left this legacy and a taonga [prized treasure] for New Zealand… the best childhood foundation guarder in the world – and the most studied group of people anywhere in the world.”

    For those of us teaching psychology, the Dunedin Study is a model of longitudinal research excellence. It’s a case study we can use not only to explain developmental psychology, biopsychosocial models, or research methods—but also to inspire our students to see how psychological science can serve real people, communities, and policy.

    Dr Phil Silva didn’t just collect data—he created change. He showed us what psychology could be at its best: compassionate, evidence-based, and relentlessly committed to human wellbeing.

    Let us honour his legacy by continuing to teach with the same curiosity, purpose, and care.

    Rest in peace, Dr Silva. Your work lives on—in policy, in classrooms, and in the lives of 1037 individuals who helped the world better understand what it means to grow, change, and thrive.

  • Estonia, mobile phones and students.

    Newsflash: Estonia’s Minister of Education and Research, Kristina Kallas, emphasized Estonia’s proactive and open approach to digital tools in education during a speech at the Education World Forum in London. Unlike many European countries that are cautious about screen time and mobile phone use in schools, Estonia encourages the use of smartphones for learning. Schools set their own rules, and students—particularly those aged 16 and up who are eligible to vote online—are expected to use their phones as tools for both civic participation and education. Kallas notes the absence of problems related to mobile use, crediting Estonia’s digitally fluent society and schools’ autonomy.

    Kallas highlighted Estonia’s long-standing digital investment, starting with the 1997 Tiigrihüpe (Tiger Leap) programme, which brought internet access to all schools. Now, the country is embracing AI and smartphone technology as the next evolution in education. Kallas predicts the decline of traditional homework essays and rote learning, pushing instead for a focus on oral assessment and the development of high-level cognitive skills. She frames this shift as essential in keeping pace with the capabilities of AI, warning that if humans don’t evolve cognitively, technology may overtake them.

    Yes. The most powerful learning tool ever, so let’s teach students how to make the best use of them. Teaching… it’s what we do.

    As teachers, we’ve all been part of the debate: are mobile phones a distraction or a tool in the classroom? Estonia’s Minister of Education, Kristina Kallas, offered a refreshing perspective this week that challenges many of our assumptions. In Estonia, mobile phones are not banned in schools—they’re embraced. Why? Because they reflect the real world students are living in, and Estonia sees them as integral to learning and civic life. Sixteen-year-olds vote online using their phones. It would be illogical, Kallas argues, to deny them the same access in a classroom setting.

    This approach got me thinking. In IB Psychology, we ask students to critically evaluate, think metacognitively, and link psychological theory to the real world. What better way to model that than by integrating the very tools students already use to explore and interact with that world? Estonia isn’t ignoring the risks—phones aren’t used during breaks, and younger students face tighter limits—but they are trusting teachers and schools to manage these decisions locally.

    The most provocative idea Kallas raised is that AI may render essays and rote learning obsolete. That’s a bold claim. But if AI can generate knowledge quickly and accurately, then the role of education must shift towards helping students think better—to question, synthesise, communicate, and reflect. Isn’t that what we’re already trying to do in the IB?

    Rather than fight the tide, maybe we should, like Estonia, ride it. But there’s no maybe about it. We should. We must!Our job, our responsibility, is to help students use them correctly, with integrity and responsibilty and respect.

  • 10 Mock Examinations (with model answers)

    This is the book everyone is asking for – sample examinations – TEN of them. And model (high-scoring) answers.

    If you’re preparing for IB Psychology, Tom Coster’s Ten examinations with model answers is an ESSENTIAL resource.

    While the IB provides just one sample exam on the MyIB Programme Resource Centre, Tom Coster’s book goes much further – TEN full-length exams (Papers 1, 2 and 3), each with high-scoring student responses. These sample answers give students and teachers a very clear insight into what a top-level response looks like.

    Instead of guessing what earns a 7, readers can analyse near-perfect responses, identify successful strategies, and improve their own writing and exam technique. For teachers, it’s a time-saving tool for revision, assessment preparation, and modelling high standards. For students, it’s like having a roadmap to exam success.

  • Class practicals in the new DP Psychology course – are…

    …a piece of cake!

    The new IBDP Psychology syllabus introduces “Class Practicals” — and understandably, many teachers are expressing some concern. But there’s good news: they’re not as big a deal as they might seem.

    First, students don’t need to each design and carry out four practicals independently. These are class activities, best done together during regular class time or in school, using the 4 research methods to prepare for Paper 1 Section B. The aim is to build understanding of experimental design, data collection, and critical thinking — not to create publishable research.

    Each of the four required Class Practicals aligns with a key method in the syllabus: experiment, observation, interview, and survey/questionnaire. Teachers are encouraged to guide the design and implementation, ensuring all students participate and reflect on the process.

    If you’re looking for support, Tom Coster’s IBDP Psychology: The Textbook is a must-have. It provides clear explanations, guidance, and a ready-to-use example for each practical. With good planning and a collaborative classroom approach, these activities can be both manageable and meaningful.

  • Trust Tom Coster with your DP Psychology teaching

    When it comes to teaching the IB Diploma Psychology course, experience and insight matter.

    With a Master’s degree in Psychology and years of hands-on teaching, Tom Coster brings strong subject knowledge and a deep understanding of how students learn. He’s worked extensively with the IB —as an exam marker, IA moderator, Extended Essay marker, and workshop leader. He knows how to read between the lines of a Subject Guide and translate it into real-world classroom success.

    What does this mean for Psychology teachers? A complete set of affordable, classroom-ready teaching materials designed to help your students succeed—whether in the IA, exams, or the new extended essay.

    The materials are:

    • Perfectly aligned with the new syllabus
    • Available in both print and eBook formats
    • Packed with simple strategies for success
    • Easy to use and built for real classroom conditions

    Tom’s mission is simple: to make high-quality Psychology teaching less stressful for teachers and their students and more effective. And judging by the response from teachers around the world, it’s working.

    Ready to simplify your planning and boost student achievement? See for yourself.

  • A real-world issue for the in-class practicals

    The new IB Diploma Psychology course requires students to take part in four teacher-guided in-class practicals: an interview, an experiment, an observation, and a survey/questionnaire. We’re looking for issues that feel real and relevant to our students, and few topics are more urgent right now than the mental health crisis among young people.

    A recent UN-commissioned study by Jean Twenge and David Blanchflower has revealed a shocking reversal of the traditional “U-shaped” wellbeing curve. Happiness no longer dips in midlife—it now rises steadily with age, while young people are reporting record-low levels of life satisfaction. In six major English-speaking countries (UK, US, Ireland, Australia, Canada, and New Zealand), wellbeing among teenagers has plummeted—especially for young women.

    Teenager wellbeing

    One clear suspect? Smartphones and social media.

    This trend didn’t start with COVID-19. It dates back to around 2013 and has only worsened. Young people are reportedly more isolated, less socially engaged, and more exposed to cyberbullying and body shaming.

    This is exactly the kind of real-world phenomenon that DP Psychology students could—and should—investigate through in-class practicals. Imagine students designing ethical, small-scale studies examining screen time, social media use, and indicators of wellbeing among peers. It’s relevant, measurable, and personally meaningful to them.

    But maybe there are other possibilities, such as a shortage of good quality sleep. Diet? The mass media? The topsy-turvy economy and jobs market? Or maybe the teenage years were never really the greatest time of our life.

    We may not solve a global crisis in one classroom, but maybe we will start asking the right questions.

    Smartphones? Lack of sleep? Mass media? Music? Exams? Or maybe it’s ‘just a phase’

    Note that our Textbook includes a detailed section including examples of the In Class Practicals.

  • How good is the new internal assessment task for IBDP Psychology?

    As a teacher, I can’t say enough good things about the new Internal Assessment task for IBDP Psychology. Compared to the old model—where students had to work in groups to replicate an experiment, often on dry topics like Stroop effects or eyewitness testimony—the new research proposal format is a breath of fresh air.

    Now, students design a research proposal focused on a problem that actually matters to them and their target population. Whether it’s anxiety about climate change, peer pressure, bullying, or exam stress, students can explore real-world issues that resonate. They aren’t limited to running an experiment; they can propose interviews, surveys, or observations. This opens up creativity and allows for authentic engagement.

    Even better, the proposal can spark ideas for Extended Essays or even CAS projects. It’s so much simpler to teach and support—no logistical nightmares of groupwork or ethics approval for data collection. Students focus on designing ethical, methodologically sound research rather than scrambling to collect questionable data.

    In short, the new IA puts the emphasis on thinking like a psychologist, not just ticking boxes. It’s purposeful, meaningful, and a whole lot less stressful for everyone involved!

    If you’re looking for a guide to help you and your students navigate the new IA process with clarity and confidence, Tom Coster’s The Internal Assessment is essential reading. This comprehensive, step-by-step resource demystifies every stage of the IA, offers practical strategies for every research method, and includes twenty high-scoring sample proposals to inspire and guide. Say goodbye to IA stress—this book has you covered!