What gets taught, and what gets left out?

A survey does not have a single agreed boundary

Biological, cognitive and social explanations appear across the selected courses, but their distribution differs. UBC PSYC 101 emphasizes biological and cognitive psychology, with other domains assigned to PSYC 102. A broad introduction elsewhere may combine these areas in one course. A different topic count need not mean lower academic quality.

Local course decisions matter

The Fraser Valley outline explicitly includes examining methods and research in Indigenous psychology. The New Caledonia listing names history, methods, biological psychology, perception, consciousness, learning, memory, language and thought. These examples show choices; they do not estimate how common each choice is internationally.

Methods can connect the topics

An editorial approach is to return to sampling, measurement, explanation and ethics in every unit. A study about learning and a study about social behavior can both be used to ask what was measured and what would justify a causal conclusion. This creates repeated practice without requiring each unit to use the same activity.

Use the current AP and IB documents when preparing those courses. Their specifications are qualification requirements, while university syllabi are institution- and often section-specific.

Make the omissions visible

Create a content map linking each required outcome to a reading, an activity and an assessment. Mark material that is only introduced, material students practice and material they must independently demonstrate. If a fascinating topic has no relationship to the outcomes, explain why it is included or remove it. This is editorial design advice, not a tested optimal syllabus.