2026 curriculum FAQs
This blog will pick up on a few frequently asked questions for the current Y2 curriculum, ending with the May and Nov 2026 exams. As we are heading into exam and IA submission time for May 2026, I am answering a few of the niggling queries we have regarding what may and may not be asked on the exam papers. Please ask any questions you have by responding to this post.
May and Nov 2026 Curriculum questions
SAQs
- In the biological approach, would a question about excitatory or inhibitory nerotransmitters always have a choice?
Yes, as students are only expected to know one neurotransmitter. The question would be something like “Explain the role of one excitatory or inhibitory neurotransmitter in human behavior.”
- Similarly, would students have a choice with the question on agonists or antagonists?
No, as they are expected to know the effects of both. (These come on separate lines on p24 of the relevant psychology guide).
ERQs
- In the cognitive approach, must an essay question on two models of memory be answered using the multi-store model and the working memory model?
It does not have to be, but as these are the named ones that could be used for an SAQ, it can save time to use them for the essay as well. Others that are accepted are the levels of processing model, and (for the 2026 curriculum only) schema theory.
- I have run out of time to prepare my HL students for all the possibilities for the two Paper 2 options we have studied. What do you advise?
This is a common problem. I suggest looking carefully at the options, all of which have 3 topics, and considering what you have taught already. Then make sure that the students have a thorough understanding of at least one of the topics, and a reasonable understanding of one other, preferably with some overlap with the first, and with Paper 1 topics as well. This should give them enough material to answer one of the three questions they will get. An example would be “etiologies" and “treatment” from Abnormal Psychology, and leave out ”diagnosis." Or using “influences” and “developing as a learner” in Development, and omitting “developing an identity”.
HL extension
- In the sociocultural approach, the possible HL extension questions seem excessively complex. Will they always be integrated with a topic?
No, given the difficulty of creating a coherent question while doing that, it is more likely that they will be asked more simply, such as “Discuss how globalization may influence behaviour”, "Discuss one or more effects of the interaction of local and global influences on behaviour" or "Discuss one or more research methods used to study…." No guarantees, but these would be simpler for students and some of these have been asked in the past
The IA
- Does it matter if the teacher's comments are still on the IA when it is uploaded, if it is part of the requested sample?
Not at all, and they can be helpful, though they will be disregarded where necessary. What is important is that the teacher's marksheet with justifications for the marks given is uploaded separately, and that everything is anonymised.