The argument presented here is that the teaching of psychology in the UK is focused on the learning of technical skills and is missing the opportunity to enthuse and inspire students in the personal science. This focus mirrors a general educational drive in the UK towards achievement at external examinations which are assessed by narrow cognitive tasks. The modern tools of education such as Virtual Learning Environments have largely been used to track and monitor students rather than to widen their ideas about learning. Assessments have likewise gravitated towards simple tests while also retaining the redundant task of the unseen essay. This paper considers these developments and discusses alternatives.