Level 2 Award Thinking and Reasoning Skills - · PDF fileLevel 2 Award Thinking and Reasoning Skills ... It provides a foundation for further study of academic and ... Thinking and

www.ocr.org.uk 500/5687/6

Level 2 Award

Thinking and Reasoning SkillsJ930 version 2 January 2011

With fun and engaging content, Thinking and Reasoning Skills provides fundamental skills for life and learning.

Suitable for KS3, KS4 and Sixth Form students, the qualification gives students the opportunity to develop thinking in its fullest sense and gain a mix of reasoning and broader problem-solving skills which can be used across all subjects, from the arts and humanities to science. It also links to OCR’s A Level Critical Thinking.

The aim of this qualification is to develop mature, reflective, thinkers. The course:

• Isbasedaroundtenskillsofthinkingandreasoning• Developsskillsthatcanbetransferredtoothersubjects• Allowsdifferentkindsofstudentstoachievesuccess.

Together with teachers and other experts, we’ve developed a wide range of support to help you teach this specification with confidence.

• Schemesofworkandlessonplans• Teacherresourcesforeachskill• Assessmentmaterials• Casestudies• PrincipalExaminers’reportsforJune2010onwards• Specimenquestionpapersandmarkschemes.

• Answers@OCR – a new web-based service where you can browse hot topics and FAQs, or e-mail questions to us. Find it at http://answers.ocr.org.uk

• Interchange – this secure website for centres offers a variety of services for exams officers and teachers

• Ane-community – where you can share knowledge, views and ideas.

To view our resources visit www.ocr.org.uk/thinkingreasoningskills

Why teach Thinking and Reasoning Skills?

Thinking and Reasoning Skills at a glance

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1 © OCR 2011 Level 2 Thinking and Reasoning Skills

OCR Thinking and Reasoning Skills

QN 500/5687/6

OCR Level 2 Award in Thinking and Reasoning Skills J930

Version 2 January 2011


Contents

2 Introduction to 6

2.1 Level 2 Award in Thinking and Reasoning Skills Units 7

2.2 Level 2 Award in Thinking and Reasoning Skills at a glance 8

2.3 Mapping of Thinking and Reasoning Skills content to National Curriculum and PLTS terminology 9

2.4 Thinking and Reasoning Skills content summary 10

2.5 List of suggested topics to stimulate and develop the Thinking and Reasoning Skills 12

1 About this Qualifi cation 4

2 Summary of Content 7

3 Unit Content 14

4 Scheme of Assessment 25

5 Technical Information 29

1.2 Aims and learning outcomes 6

3.1 Thinking and Reasoning Skills content in detail 14

4.1 Scheme of Assessment 25

4.2 Assessment Objectives 26

4.3 Performance Descriptors 26

4.4 Assessment Availability 28

5.1 Making Unit Entries 29

5.2 Unit and Qualifi cation Re-sits 29

5.3 Making Qualifi cation Entries 29

5.4 Grading 29

5.5 Result Enquiries and Appeals 30

5.6 Shelf-Life of Units 30

5.7 Guided Learning Hours 30

5.8 Code of Practice/ Common Criteria Requirements/ Subject Criteria 30

5.9 Prohibited Qualifi cations and Classifi cation Code 30

5.10 Disability Discrimination Act Information Relating to this Specifi cation 31

5.11 Arrangements for Candidates with Particular Requirements 31


Contents

Appendix A: Suggested Background Reading for Teachers 34

6.1 Overlap with other Qualifi cations 32

6.2 Progression from these Qualifi cations 32

6.3 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues 32

6.4 Sustainable Development, Health and Safety Considerations and European Developments, consistent with international agreements 32

6.5 Avoidance of Bias 32

6.6 Language 32

6.7 Key Skills 33

6.8 ICT 33

6.9 Citizenship 33

This qualifi cation became a full general qualifi cation in January 2011. This specifi cation has only been updated to refl ect this change in status.

6 Other Specifi cation Issues 32


1 About this Qualifi cation

This booklet contains OCR’s Level 2 award specifi cation in Thinking and Reasoning Skills for teaching from September 2009.

This is the fi rst OCR Qualifi cation, at Level 2, which explicitly sets out to develop and assess thinking and in particular Thinking and Reasoning Skills. The term Thinking and Reasoning Skills is used to denote not only the well established critical thinking skills of analysis, evaluation and synthesis but also a far wider and more extensive range of thinking skills including problem solving, information processing and creative thinking. These thinking skills are classed together as Thinking and Reasoning Skills because together they are essential to mature, developed thinking, whether in the classroom or in the laboratory or in the public place of work. However the term higher thinking is also used to indicate that the full and explicit development of these skills will and should involve an element of meta-cognition. Higher thinking is here defi ned not simply by the signifi cance and importance of the skills to which it refers but also by the fact that it requires the thinker to be a refl ective thinker explicitly aware of these skills. For it is only by being explicitly aware of the skills that a thinker can monitor and regulate their use and application. Higher thinking is not developed without developing the capacity for standing back from one’s own thinking with a view both to evaluating it and where necessary correcting and improving upon it. It is therefore vital that teachers and candidates keep both these elements in mind: the former defi nes the content or subject matter of the qualifi cation but the latter element is what marks it out as a distinctive and unique intellectual discipline unlike any other.

With respect to the fi rst element, identifying the full range of thinking skills which constitute the subject matter or content of the present qualifi cation, OCR has taken cognizance not only of the views of teachers and learners but also those of universities and employers. In particular careful consideration has been given to the original National Curriculum guidelines on Thinking Skills and the current QCA guidelines on Personal, Learning and Thinking Skills. The National Curriculum identifi ed fi ve categories of Thinking Skills as central to higher thinking:

• Reasoning

• Evaluation

• Information Processing

• Enquiry

• Creative Thinking

All of these skills are incorporated into the content of the present qualifi cation. Personal, Learning and Thinking Skills are broken down into six broad categories:

• Independent Enquirers

• Creative Thinkers

• Effective Participators

• Refl ective Learners

• Self Managers

• Team Workers


1

The last two categories are primarily personal and social skills. The learner activities, as identifi ed in the tables in Section 3.1 of this specifi cation, will provide some opportunities for the development of these personal and social skills. However these personal and social skills are not themselves thinking skills and do not form an explicit part of the subject content of this qualifi cation. The other four categories of Personal, Learning and Thinking Skills do overlap signifi cantly with the Thinking and Reasoning Skills as set out in this qualifi cation. The overlap is identifi ed fi rst in outline in Section 2.3 and then again in detail in Section 3.1.

So, drawing on these guidelines, higher thinking is understood very broadly as purposeful activity which involves understanding data, explaining phenomena, exploring possibilities, creating and generating new ideas and hypotheses, solving problems, answering and raising questions, coming to reasoned conclusions and reaching decisions which can be justifi ed.

However the discipline of higher thinking involves more than thinking and thinking well. It requires developing the dispositions and skills of the refl ective thinker. Thinking becomes refl ective when it becomes the object of its own analysis, evaluation and judgement. A refl ective thinker is explicitly aware of his or her own thinking and is able to subject it and the skills which underpin it to analysis and evaluation typically with a view to improving and developing it.

The purpose of the present qualifi cation, therefore, is not simply to enable candidates to develop the full range of thinking skills but also to make them explicitly aware of those very thinking skills. Clearly this can be achieved only through the explicit teaching of these thinking skills so that candidates can recognise them and identify them and refl ect upon them. This qualifi cation has been designed for that express purpose in the conviction that Thinking and Reasoning Skills, both critical and wider thinking skills, can only be fully developed when explicitly taught and explicitly assessed. This is not to exclude the possibility of their being taught within the context of another subject. On the contrary, it is anticipated that these thinking skills can, and will, in some cases, be taught within the context of another subject. But it remains the case that the skills themselves must be identifi ed, highlighted and made explicit for only so can the student consciously acquire them and refl ect upon them. So whether taught and practised in the context of another subject or as a stand alone qualifi cation the aim is the same: to develop a conscious, critical awareness of the full range of skills which together constitute higher forms of thinking.

The present qualifi cation should enable candidates to develop and practise all those central skills recognized as underpinning all varieties of thinking and to do so in a way which is explicit so that they can not only improve as thinkers but also mature into properly refl ective, higher, thinkers.

Thinking as developed by this specifi cation is clearly central not only to theoretical enquiry but also to practical decision making both in the life of the individual and in the world of work and also within the wider community. It is a discipline which will equip candidates with a wide range of thinking skills to use in life, work and further academic study. It provides opportunities for candidates to think deeply, and in a structured way, about issues which are fundamental to participating in society eg ethical questions, cultural issues and issues of personal responsibility. It enables them to make reasoned decisions based on evidence and argument rather than assumption and prejudice.

It provides a foundation for further study of academic and vocational subjects at Level 3, as well as forming part of a general education, or an enrichment programme, at Level 2. Candidates will fi nd Thinking and Reasoning Skills of great benefi t in preparation for a wide range of careers, including the fi elds of law, academic research (eg in the disciplines of science, arts or humanities), social science, journalism, medicine, business, accounting and engineering.


1

Courses based on this specifi cation should enable candidates to:

• process and evaluate information in the context of decision making, reasoning and problem solving;

• reason to conclusions and decisions using arguments and evidence;

• develop skills of enquiry and research exploring issues from different perspectives;

• think creatively by generating and exploring ideas and possibilities, making original connections;

• develop skills of evaluation in relation to evidence and testimony and reasoning;

• ultimately, to deploy these skills holistically and creatively in thinking through problems and questions;

1.2 Aims and learning outcomes

The aim of this qualifi cation is to develop mature, refl ective, thinkers. Firstly it aims at developing the discipline of a refl ective thinker. Thinking becomes refl ective when it becomes self evaluative and explicitly aware of the skills which are essential to it. It follows that a higher thinking qualifi cation must not only develop skills of thinking but it must also make thinkers explicitly aware of those skills and enable them thereby to regulate and evaluate their own thinking. A higher thinker is by necessity a Refl ective Learner. Secondly it aims at developing thinking in the fullest sense. Thinking is not to be limited to reasoning. Reasoning is a central and important thinking skill: thinkers need to be able to support conclusions with structured reasons and evidence, make informed, reasoned decisions and make valid inferences. Nevertheless this is only one part of thinking. The present qualifi cation following the guidance offered both by the National Curriculum and QCA in drawing up Personal Learning and Thinking Skills recognises a range of thinking skills beyond reasoning skills. These are creative thinking skills, enquiry skills, information processing skills and problem solving skills. All these wider thinking skills fi nd their proper place within this present specifi cation.

Candidates for this qualifi cation will therefore be enabled to

• develop an explicit and critical awareness of their own thinking skills so that they can evaluate and regulate their own thinking

• develop enquiry skills enabling them to generate their own questions in relation to evidence and information

• develop conceptual thinking skills in order to explore ideas and their connections

• develop problem solving skills enabling them to organise and analyse data so that conclusions can be drawn from it

• develop decision making skills so that problems can be broken down into manageable steps and different views balanced to arrive at reasoned decisions

• develop a critical and creative approach to explanations both in science, social science and the humanities

• develop the ability to question evidence for relevance and signifi cance

• develop a critical and balanced approach to evaluating the credibility of different sources of evidence

• develop reasoning skills so that they can analyse arguments, evaluate reasoning and develop reasoned arguments of their own

• develop the fl exibility and confi dence to transfer and apply these skills across a range of materials and contexts

•


Summary of Content 2

This specifi cation seeks to develop a full range of thinking skills: information processing skills; reasoning skills; decision making skills; evaluation skills and creative thinking skills. The Thinking and Reasoning Skills to be assessed in this qualifi cation map directly onto those fi ve categories of skills recognised by the National Curriculum. Further the specifi cation clearly indicates how they also map onto both the Common Requirements of Welsh National Curriculum and the Personal, Learning and Thinking Skills highlighted by QCA. Any course which aims to deliver the OCR specifi cation in Thinking and Reasoning Skills must provide opportunities to develop all of the skills identifi ed by QCDA under the headings of Independent Enquirers, Creative Thinkers and Effective Participators as well as inculcating the skills and dispositions which fall under the heading of Refl ective Learner. However by an appropriate choice of topics and learner activities to support the Thinking Skills, as recommended in the specifi cation, candidates for the qualifi cation will also have some opportunities to develop the skills set down for Team Workers and Self Managers.

The fundamental aim is to provide candidates with a developed set of skills which can be applied in a refl ective and critical manner to a range of materials, situations, problems and issues. It is these thinking skills which constitute the subject content of this qualifi cation.

For this reason the qualifi cation can be delivered alongside another subject provided that the content of that subject is delivered in such a way as both to develop thinking skills and, crucially, to make candidates explicitly aware of those skills. Some subjects particularly lend themselves to this approach (see appendix A of suggested texts), but any subject can be developed so as to integrate the explicit teaching of the thinking skills assessed in this qualifi cation.

Equally, however, the Thinking and Reasoning Skills qualifi cation can be taught on its own as a discrete subject. To facilitate this, a series of topics are used throughout the specifi cation to exemplify how the skills can be developed in the absence of any prescribed topic content. The list of suggested topics, as with the list of suggested learner activities, is offered only as a guide to teachers. It is anticipated that the suggestions will be most helpful for those teachers who aim to teach the qualifi cation as a stand alone subject. But the suggested topics are just that, suggestions. They are not intended to be prescriptive and other topics not mentioned on this list can, of course, be used for the teaching of this qualifi cation. Equally, other topics not mentioned on this list can be used for its assessment, for the subject content of the qualifi cation is constituted by the thinking skills themselves. It is these which need to be explicitly taught and it is these skills which will be explicitly assessed.

2.1 Level 2 Award in Thinking and Reasoning Skills Units

Unit B901 Thinking and Reasoning Skills

Unit B902 Thinking and Reasoning Skills Case Study


2

2.2 Level 2 Award in Thinking and Reasoning Skills at a glance

Thinking and Reasoning Skills denotes both critical thinking skills and a wider set of thinking skills.

The critical thinking skills include skills of analysis, skills of evaluation and skills of synthesis.

The wider thinking skills include conceptual thinking skills, information processing and problem solving skills and creative thinking skills.

The diagram below illustrates how the ten thinking skills identifi ed in the specifi cation form a family of Thinking and Reasoning Skills.

Thinking and Reasoning Skills

Critical Thinking Skills Wider Thinking Skills

Analysis Evaluation Synthesis Conceptual Thinking

Information Processing

and Problem Solving

Creative Thinking

Skill 1 Skills 2, 4, 5, 6 Skill 3 Skill 7, 8 Skill 7, 9 Skill 10


2

2.3 Mapping of Thinking and Reasoning Skills content to National Curriculum and PLTS terminology

The table below shows in outline the relationship between OCR Level 2 award Thinking and Reasoning Skills and other standard accounts of thinking skills.

Category of Thinking Skill

OCR Level 2 award in Thinking and Reasoning Skills

National Curriculum terminology

PLTS terminology Common Requirements of the National Curriculum in Wales

Reasoning skills

Skill 1 Understanding arguments

Skill 3 Presenting and developing arguments

Reasoning Independent Enquirer

Communication Skills

Evaluation skills

Skill 2 Evaluating arguments

Skill 4 Evaluating credibility of sources

Skill 5 Evaluating evidence

Evaluation Independent Enquirer

Problem-Solving Skills

Decision making skills

Skill 7 Decision making and ethical reasoning

Enquiry Effective Participator


Creative thinking skills

Skill 6 Seeking explanations

Skill 8 Conceptual thinking and creating meaning

Skill 10 Creative Thinking

Creative Thinking Creative ThinkerCreative Skills

Information processing skills

Skill 9 Information processing and problem solving

Information Processing

Independent Enquirer



2

The skills are ten in total and they are ordered in sequence as follows: argument skills, evaluation skills, decision making skills and wider thinking skills.

It is possible to cover these skills within the recommended 60 learning hours because they are ultimately intended to be taught holistically. The thinking skills overlap and are intertwined. It is therefore anticipated and indeed desirable that lessons will be used to cover several skills at once. Thinking through a problem or question always involves a number of interrelated thinking skills and ultimately class room practice will need to refl ect this.

Skill 1: Understanding arguments

• Recognising and identifying the difference between arguments and rants and lists of information and explanations

• Recognising and identifying the parts of simple arguments: reasons, intermediate conclusions and conclusions

• Recognising and identifying indicator words which signal the presence of reasons and conclusions

• Recognising and identifying gaps in an argument in the form of unstated assumptions (missing reasons)

• Using “marking up” techniques to correctly identify the parts of arguments

• Using visual argument maps to recognise and represent the structure of simple arguments (arguments with up to one intermediate conclusion and employing two reasons which are either joint or separate)

Skill 2: Evaluating arguments

• Recognising and identifying fi ve simple and common fl aws in daily arguments: ad hominem (attacking the opponent); straw man (misrepresenting the opponent); tu quoque (two wrongs don’t make a right); slippery slope (jumping to unlikely or distant consequences); false dilemmas (restricting the options)

• Recognising and identifying the presence and impact of loaded language in an argument

• Recognising and identifying the presence and impact of irrelevant appeals in an argument

• Making simple judgements of the strength or weakness of an argument in terms of degree of fi t between reasons and conclusion

Skill 3: Presenting and developing arguments

• Presenting simple structured arguments in support of a precise conclusion

• Recognising, identifying and developing counterarguments

• Responding to counterarguments

2.4 Thinking and Reasoning Skills content summary


2

Skill 4: Evaluating the credibility of sources

• Evaluating the credibility of sources – individual witnesses, documents, images – using the credibility criteria of vested interest, bias, reputation, relevant expertise, and ability to see

• Recognising and identifying a range of factors – for example political, religious, cultural, regional, economic – that can infl uence the presentation, selection and interpretation of evidence

Skill 5: Evaluating evidence

• Recognising and identifying common weaknesses in polls: size of sample; unrepresentative sample; bias in the framing of questions

• Recognising and identifying the distinction between fact and opinion

• Recognising and identifying strengths or weaknesses in evidence in terms of relevance (the degree of fi t between the evidence and the claim it supports) and selection

• Seeking and creating alternative explanations for evidence in order to question its signifi cance

Skill 6: Seeking and evaluating explanations

• Generating alternative explanations

• Recognising and identifying the distinction between necessary and suffi cient conditions in an explanation

• Recognising and identifying that one thing can follow another in time without being caused by it

• Recognising and identifying that correlations are open to many different explanations

Skill 7: Decision making and ethical reasoning

• Identifying different options

• Identifying relevant criteria for deciding between options

• Applying criteria to reach a decision in the light of relevant evidence

• Clarifying the meaning of everyday ethical concepts such as fairness, equality, freedom and happiness (link to skill 8)

Skill 8: Conceptual thinking and clarifying the meaning of concepts

• Use of Venn diagrams to explore similarities and dissimilarities

• Use of mind mapping to explore connections between ideas

• Identifying common properties in a range of examples

• Generating examples and counter examples to clarify the meaning of concepts

• Recognising and identifying the distinction between necessary and suffi cient conditions in a defi nition

• Recognising and identifying and evaluating analogies


2

Skill 9: Information processing and problem solving

• Scanning and skimming sources for relevant information

• Identifying relevant data

• Recognising and identifying patterns

• Using simple matrices to organise data in order to solve a problem

• Drawing conclusions from data

Skill 10: Creative Thinking

• Generating questions – who, when, where, why, what – in response to stimulus

• Generating ideas and hypotheses for the purposes of explaining or interpreting or organising evidence

• Generalising and extrapolating from data

• Exploring and evaluating possible consequences through suppositional and counterfactual thinking

2.5 List of suggested topics to stimulate and develop the Thinking and Reasoning Skills

The following suggested topics do not constitute the content of the qualifi cation; that is wholly provided by the ten thinking skills identifi ed in 2.4.

Candidates who have not studied the suggested topics will not be disadvantaged.

The suggested topics are primarily intended for those teachers who choose to teach Thinking and Reasoning Skills as a separate stand-alone qualifi cation. But even for those teachers the suggested topics remain suggested topics and there is no requirement that the teaching of the qualifi cation be based upon them.

The suggested topics are grouped around six central and overlapping themes as follows:

Personal and social issues:

• Teenage violence and antisocial behaviour

• Crime and punishment

• Drugs and alcohol abuse

• Sex and gender eg male underachievement; teenage pregnancies

Bioethical issues:

• Genetic engineering

• Euthanasia

• Rationing and allocation of medical resources

• Animal welfare and animal experiments


2

Political issues of freedom and justice:

• Freedom of expression and tolerance

• Civil disobedience and the law

Global issues of poverty, confl ict and environment:

• Global warming and the environment

• Third World poverty eg fair trade; consumerism

• International confl icts and their resolution

Science issues:

• Human origins: evolution and design

• Life after death: reincarnation, near death experiences and the soul

• UFOs, alien visits and alien abductions

• Astrology, alternative therapies and alleged supernatural phenomena

Mysteries and conspiracies:

• Conspiracy theories

• Murder mysteries

• Historical mysteries

The topics have been chosen because they can and will provide opportunity for the practice and development of the Thinking and Reasoning Skills. Some topics may particularly lend themselves to the teaching of some specifi c skills. For example research into UFO sightings should provide excellent material for developing skills in relation to seeking explanations and evaluating credibility of sources. This principle has guided the selection of suggested topics in the tables provided in Section 3.1.

However, given the holistic nature of the thinking skills, any topic of suffi cient depth should provide opportunities for an extensive coverage of the skills. For this reason a selection of a small number of the suggested topics will be adequate to provide a full and comprehensive coverage of the whole range of thinking skills. The fi nal choice of topics can be and should be infl uenced by the interests of teachers and their students but always with a view to providing opportunities for the explicit teaching and development of the Thinking and Reasoning Skills.


Unit Content3

The specifi cation content is divided into ten thinking skills.

The skills have been ordered so that clearly overlapping and related skills are located side by side.

Thus

• Skills 1 to 3 relate to argument skills: the skills of argument analysis, evaluation and development.

• Skills 4 to 6 relate to skills of evaluation: skills of evaluating sources, evidence and explanations.

• Skill 7 relates to skills of decision making and thinking through ordinary ethical concepts.

• Skills 8 to 10 relate to the wider thinking skills: those of information processing, problem solving, conceptual thinking and creative thinking.

The groupings of the ten skills might be used as a natural order in which to teach and develop the thinking skills. For example it can be pedagogically helpful to develop the skills relating to arguments before advancing to the skills relating to the evaluation of evidence and sources, and to develop the skills relating to evidence and sources before practicing the skills of decision making. However it is important to recognise that the skills constitutive of mature, refl ective thinking are holistic in nature and application. They presuppose one another and they all interlink. Thus in thinking through a topic or problem it is inevitable that the students will exercise, and ought to exercise, many of the thinking skills together side by side and in conjunction with one another. In order to help enhance or extend and develop a particular skill, it is expected that a teacher may choose to focus upon this skill to the exclusion of others. However, it is envisaged that the overall goal of this course is for candidates to deploy these skills holistically and creatively in thinking through problems and questions.

It is necessary to emphasise this point because in the assessment for this qualifi cation, thinkers will not only be required to transfer their thinking skills confi dently to new material but also, in some tasks, to do so in a way which is holistic and creative. Higher thinking cannot be wholly reduced to the mechanical following of discrete algorithms.

It is for this reason that all content is assessed in both Unit B901 and Unit B902.

Refer to Section 4 of the specifi cation for details about assessment of Unit B901 and Unit B902.

The following tables specify the key questions and focus points of the content. They also serve to provide an exemplifi cation of how they can be approached through a range of different topics based on the suggested topics list in section 2.5. In addition to the exemplifi cation of possible topics, guidance has also been provided as to a number of activities which can be suitably employed for the development of these skills. Finally a link has been made between the skill and the corresponding PLTS.

3.1 Thinking and Reasoning Skills content in detail

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n ar

gum

ent

Rec

ogni

sing

and

iden

tifyi

ng

the

pres

ence

and

impa

ct

of ir

rele

vant

app

eals

in a

n ar

gum

ent

Mak

ing

sim

ple

judg

emen

ts o

f th

e st

reng

th o

r wea

knes

s of

an

argu

men

t in

term

s of

deg

ree

of fi

t bet

wee

n re

ason

s an

d co

nclu

sion

Teen

age

viol

ence

and

ant

isoc

ial

beha

viou

r

Crim

e an

d pu

nish

men

t

Inte

rnat

iona

l confl i

cts

and

thei

r re

solu

tion

Ast

rolo

gy, a

ltern

ativ

e th

erap

ies

and

alle

ged

supe

rnat

ural

ph

enom

ena

Sor

ting

exer

cise

s w

ith c

ards

gi

ving

exa

mpl

es o

f key

fa

llaci

es

Car

d ga

mes

with

falla

cy

defi n

ition

s an

d ex

ampl

es

incl

udin

g sn

ap, d

omin

oes,

fo

rmin

g cl

ass

chai

ns

Tabo

o

Venn

dia

gram

s fo

r gro

upin

g fa

llaci

es

Con

cept

map

s fo

r es

tabl

ishi

ng li

nks

betw

een

diffe

rent

type

s of

falla

cy

Cre

ativ

e w

ritin

g ex

erci

ses

invo

lvin

g ad

verti

sing

, st

ar s

igns

, and

cam

paig

n m

anife

stos

to in

clud

e fa

llaci

es

IE 6

Sup

port

conc

lusi

ons

usin

g re

ason

ed a

rgum

ents

and

evi

denc

e

CT4

Que

stio

n th

eir o

wn

and

othe

rs’

assu

mpt

ions

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls17

3S

kill

3: P

rese

ntin

g an

d de

velo

ping

arg

umen

ts

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

How

do

you

deve

lop

an

argu

men

t so

as to

take

ac

coun

t of

alte

rnat

ive

poin

ts o

f vi

ew?

Pre

sent

ing

sim

ple

stru

ctur

ed

argu

men

ts in

sup

port

of a

pr

ecis

e co

nclu

sion

Rec

ogni

sing

, ide

ntify

ing

and

deve

lopi

ng c

ount

erar

gum

ents

Res

pond

ing

to

coun

tera

rgum

ents

Gen

etic

eng

inee

ring

Eut

hana

sia

Rat

ioni

ng o

f hea

lth c

are

Ani

mal

wel

fare

and

ani

mal

ex

perim

ents

Free

dom

of e

xpre

ssio

n an

d to

lera

nce

Civ

il di

sobe

dien

ce

Bra

inst

orm

ing

to g

ener

ate

reas

ons

and

evid

ence

for

and

agai

nst a

con

clus

ion

Con

cept

map

ping

to o

rgan

ise

and

grou

p id

eas

Bui

ldin

g up

arg

umen

ts u

sing

vi

sual

or k

inae

sthe

tic m

aps

to

incl

ude

coun

tera

rgum

ents

Arg

umen

t che

ss: p

aire

d de

velo

pmen

t of a

rgum

ent

map

Usi

ng m

ind

map

ping

to

prov

ide

visu

al re

cord

of c

lass

di

scus

sion

and

deb

ate

Jigs

awin

g ac

tiviti

es

with

indi

vidu

al c

ards

to

reco

nstru

ct s

truct

ure

of

com

plex

arg

umen

ts

Inte

rnet

gui

ded

rese

arch

to

fi nd

reas

ons

for a

nd a

gain

st

a co

nclu

sion

IE 3

Exp

lore

issu

es o

r eve

nts

or

prob

lem

s fro

m d

iffer

ent p

ersp

ectiv

es

EP

2 P

rese

nt a

per

suas

ive

case

for

actio

n

EP

5 Tr

y to

infl u

ence

oth

ers

nego

tiatin

g an

d ba

lanc

ing

dive

rse

view

s to

reac

h w

orka

ble

solu

tions

EP

6 A

ct a

s an

adv

ocat

e fo

r vie

ws

and

belie

fs th

at m

ay d

iffer

from

thei

r ow

n

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls18

3S

kill

4: E

valu

atin

g th

e cr

edib

ility

of

sour

ces

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

How

be

lieva

ble/

cred

ible

is

this

sou

rce?

Eva

luat

ing

the

cred

ibili

ty

of s

ourc

es –

indi

vidu

al

witn

esse

s, d

ocum

ents

, im

ages

– u

sing

the

cred

ibili

ty

crite

ria o

f ves

ted

inte

rest

, bia

s,

repu

tatio

n, re

leva

nt e

xper

tise,

an

d ab

ility

to s

ee

Rec

ogni

sing

and

iden

tifyi

ng a

ra

nge

of fa

ctor

s –

for e

xam

ple

polit

ical

, rel

igio

us, c

ultu

ral,

regi

onal

, eco

nom

ic –

that

can

infl u

ence

the

pres

enta

tion,

se

lect

ion

and

inte

rpre

tatio

n of

ev

iden

ce

Inte

rnat

iona

l confl i

cts

and

thei

r re

solu

tion

UFO

s, a

lien

visi

ts a

nd a

lien

abdu

ctio

ns

Ast

rolo

gy, a

ltern

ativ

e th

erap

ies

and

alle

ged

supe

rnat

ural

ph

enom

ena

Con

spira

cy th

eorie

s

Mur

der m

yste

ries

His

toric

al m

yste

ries

Rol

e pl

ay in

volv

ing

mur

der

mys

terie

s

Moc

k tri

als

Act

iviti

es fo

r dis

tingu

ishi

ng

fact

and

opi

nion

: odd

one

ou

t, us

ing

Venn

dia

gram

s,

clas

sify

ing

with

car

d so

rts

IE 4

Ana

lyse

and

eva

luat

e in

form

atio

n ju

dgin

g its

rele

vanc

e an

d va

lue

IE 5

Con

side

r the

infl u

ence

of

circ

umst

ance

s, b

elie

fs a

nd fe

elin

gs o

n de

cisi

ons

and

even

ts

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls19

3S

kill

5: E

valu

atin

g ev

iden

ce

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

To w

hat

exte

nt d

oes

the

evid

ence

re

ally

sup

port

this

cla

im?

Rec

ogni

sing

and

iden

tifyi

ng

com

mon

wea

knes

ses

in p

olls

: siz

e of

sam

ple;

un

repr

esen

tativ

e sa

mpl

e; b

ias

in th

e fra

min

g of

que

stio

ns

Rec

ogni

sing

and

iden

tifyi

ng

the

dist

inct

ion

betw

een

fact

an

d op

inio

n

Rec

ogni

sing

and

iden

tifyi

ng

stre

ngth

s or

wea

knes

ses

in

evid

ence

in te

rms

of re

leva

nce

(the

degr

ee o

f fi t

betw

een

the

evid

ence

and

the

clai

m it

su

ppor

ts) a

nd s

elec

tion

See

king

and

cre

atin

g al

tern

ativ

e ex

plan

atio

ns fo

r ev

iden

ce in

ord

er to

que

stio

n its

sig

nifi c

ance

Teen

age

viol

ence

and

ant

isoc

ial

beha

viou

r

Crim

e an

d pu

nish

men

t

Dru

gs a

nd a

lcoh

ol a

buse

Sex

and

gen

der

Glo

bal w

arm

ing

and

the

envi

ronm

ent

Third

Wor

ld p

over

ty

Hum

an o

rigin

s: e

volu

tion

and

desi

gn

UFO

s, a

lien

visi

ts a

nd a

lien

abdu

ctio

ns

Car

d so

rt ex

erci

ses

mat

chin

g ev

iden

ce to

cla

ims

Car

d so

rt ex

erci

ses

rank

ing

evid

ence

by

degr

ees

of

stre

ngth

IE 4

Ana

lyse

and

eva

luat

e in

form

atio

n ju

dgin

g its

rele

vanc

e an

d va

lue

IE 6

Sup

port

conc

lusi

ons

usin

g re

ason

ed a

rgum

ents

and

evi

denc

e

IE 3

Exp

lore

issu

es o

r eve

nts

or

prob

lem

s fro

m d

iffer

ent p

ersp

ectiv

es

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls20

3S

kill

6: S

eeki

ng a

nd e

valu

atin

g ex

plan

atio

ns

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

Is th

is th

e on

ly o

r eve

n th

e be

st

expl

anat

ion?

Gen

erat

ing

alte

rnat

ive

expl

anat

ions

Rec

ogni

sing

and

iden

tifyi

ng

the

dist

inct

ion

betw

een

nece

ssar

y an

d su

ffi ci

ent

cond

ition

s in

an

expl

anat

ion

Rec

ogni

sing

and

iden

tifyi

ng

that

one

thin

g ca

n fo

llow

an

othe

r in

time

with

out b

eing

ca

used

by

it

Rec

ogni

sing

and

iden

tifyi

ng

that

cor

rela

tions

are

ope

n to

m

any

diffe

rent

exp

lana

tions

Glo

bal w

arm

ing

and

the

envi

ronm

ent

Third

Wor

ld p

over

ty

Hum

an o

rigin

s: e

volu

tion

and

desi

gn

Life

afte

r dea

th: r

einc

arna

tion

and

near

dea

th e

xper

ienc

es

UFO

s, a

lien

visi

ts a

nd a

lien

abdu

ctio

ns

Ast

rolo

gy, a

ltern

ativ

e th

erap

ies

and

alle

ged

supe

rnat

ural

ph

enom

ena

Con

spira

cy th

eorie

s

Mur

der m

yste

ries

His

toric

al m

yste

ries

Mys

tery

act

iviti

es in

volv

ing

card

sor

ts w

hich

are

ope

n to

m

any

expl

anat

ions

Late

ral t

hink

ing

styl

e pu

zzle

s

Con

cept

map

ping

to id

entif

y va

riety

of e

xpla

natio

ns

Sor

ting

exer

cise

s to

cla

ssify

ex

plan

atio

ns in

to fa

mily

gr

oups

IE 3

Exp

lore

issu

es o

r eve

nts

or

prob

lem

s fro

m d

iffer

ent p

ersp

ectiv

es

CT

1 G

ener

ate

idea

s an

d ex

plor

e po

ssib

ilitie

s

CT

3 C

onne

ct th

eir o

wn

and

othe

rs’

idea

s an

d ex

perie

nces

in in

vent

ive

way

s

CT

4 Q

uest

ion

thei

r ow

n an

d ot

hers

’ as

sum

ptio

ns

CT

5 Tr

y ou

t alte

rnat

ives

or n

ew

solu

tions

and

follo

w id

eas

thro

ugh

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls21

3S

kill

7: D

ecis

ion

mak

ing

and

ethi

cal r

easo

ning

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

Wha

t is

the

best

or r

ight

th

ing

to d

o in

th

is d

iffi c

ult

case

?

Iden

tifyi

ng d

iffer

ent o

ptio

ns

Iden

tifyi

ng re

leva

nt c

riter

ia fo

r de

cidi

ng b

etw

een

optio

ns

App

lyin

g cr

iteria

to re

ach

a de

cisi

on in

the

light

of r

elev

ant

evid

ence

Cla

rifyi

ng th

e m

eani

ng o

f ev

eryd

ay e

thic

al c

once

pts

such

as

fairn

ess,

equ

ality

, fre

edom

and

hap

pine

ss (l

ink

to s

kill

8)

Teen

age

viol

ence

and

ant

isoc

ial

beha

viou

r

Crim

e an

d pu

nish

men

t

Dru

gs a

nd a

lcoh

ol a

buse

Sex

and

gen

der

Gen

etic

eng

inee

ring

Eut

hana

sia

Rat

ioni

ng o

f hea

lth c

are

Ani

mal

wel

fare

and

ani

mal

ex

perim

ents

Free

dom

of e

xpre

ssio

n an

d to

lera

nce

Civ

il di

sobe

dien

ce

Glo

bal w

arm

ing

and

the

envi

ronm

ent

Third

Wor

ld p

over

ty

Inte

rnat

iona

l confl i

cts

and

thei

r re

solu

tion

Rol

e pl

ay e

thic

al c

omm

ittee

s

Pre

sent

pos

ition

ing

pape

rs

for o

ne s

ide

Form

al d

ebat

es

Cre

ate

dial

ogue

s an

d in

terv

iew

s to

exp

lore

diff

eren

t po

ints

of v

iew

Cre

ate

vide

os fo

r one

sid

e

Writ

e le

tters

to re

leva

nt

peop

le a

nd o

rgan

isat

ions

eg

MP,

loca

l cou

ncil,

cha

ritie

s,

prot

est g

roup

s

IE 2

Pla

n an

d ca

rry

out r

esea

rch

appr

ecia

ting

the

cons

eque

nces

of

deci

sion

s

IE 3

Exp

lore

issu

es o

r eve

nts

or

prob

lem

s fro

m d

iffer

ent p

ersp

ectiv

es

IE 4

Ana

lyse

and

eva

luat

e in

form

atio

n ju

dgin

g its

rele

vanc

e an

d va

lue

CT

5 Tr

y ou

t alte

rnat

ives

or n

ew

solu

tions

and

follo

w id

eas

thro

ugh

EP

1 D

iscu

ss is

sues

of c

once

rn

seek

ing

reso

lutio

n w

here

nee

ded

EP

2 P

rese

nt a

per

suas

ive

case

for

actio

n

EP

3 P

ropo

se p

ract

ical

way

s fo

rwar

d br

eaki

ng th

ese

dow

n in

to m

anag

eabl

e st

eps

EP

4 Id

entif

y im

prov

emen

ts th

at w

ould

be

nefi t

oth

ers

as w

ell a

s th

emse

lves

EP

5 Tr

y to

infl u

ence

oth

ers

nego

tiatin

g an

d ba

lanc

ing

dive

rse

view

s to

reac

h w

orka

ble

solu

tions

EP

6 A

ct a

s an

adv

ocat

e fo

r vie

ws/

be

liefs

that

may

diff

er fr

om th

eir o

wn

© O

CR

201

1 Le

vel 2

Thi

nkin

g an

d R

easo

ning

Ski

lls22

3S

kill

8: C

once

ptua

l Thi

nkin

g an

d cl

arif

ying

the

mea

ning

of

conc

epts

Key

Q

uest

ion(

s)Fo

cus

Poin

tSu

gges

ted

Topi

c Ex

empl

ifi ca

tion

Sugg

este

d Le

arne

r Act

iviti

es

to S

uppo

rt th

e Sk

illPe

rson

al L

earn

ing

Thin

king

Ski

lls

Wha

t do

you

mea

n or

un

ders

tand

by

this

wor

d or

idea

?

How

do

thes

e th

ings

or

idea

s re

late

to o

ne

anot

her?

Use

of V

enn

diag

ram

s to

ex

plor

e si

mila

ritie

s an

d di

ssim

ilarit

ies

Use

of m

ind

map

ping

to

expl

ore

conn

ectio

ns b

etw

een

idea

s

Iden

tifyi

ng c

omm

on p

rope

rties

in

a ra

nge

of e

xam

ples

Rec

ogni

sing

and

iden

tifyi

ng

and

eval

uatin

g an

alog

ies

Gen

erat

ing

exam

ples

and

co

unte

rexa

mpl

es to

cla

rify

the

mea

ning

of c

once

pts

Rec

ogni

sing

and

iden

tifyi

ng

the

dist

inct

ion

betw

een

nece

ssar

y an

d su

ffi ci

ent

cond

ition

s in

a d

efi n

ition

Teen

age

viol

ence

and

ant

isoc

ial

beha

viou

r

Crim

e an

d pu

nish

men

t

Dru

gs a

nd a

lcoh

ol a

buse

Sex

and

gen

der

Gen

etic

eng

inee

ring

Eut

hana

sia

Rat

ioni

ng o

f hea

lth c

are

Ani

mal

wel

fare

and

ani

mal

ex

perim

ents

Free

dom

of e

xpre

ssio

n an

d to

lera

nce

Civ

il D

isob

edie

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Scheme of Assessment 4

4.1 Scheme of Assessment

There will be two written papers each lasting one hour and each worth 60 marks.

The full range of Thinking and Reasoning Skills will be assessed in both papers.

Any question in either paper may assess discrete skills or a combination of skills.

Unit 2 will be based on pre-release materials. This may include images, data in the form of charts or graphs, video material, audio tapes, written dialogues, letters, short extracts from newspapers and books. All students will have the opportunity to think through this material in class with their teacher before the examination.

Level 2 award Thinking and Reasoning Skills

Level 2 award Thinking and Reasoning Skills Unit B901: Thinking and Reasoning Skills

50% of the total Level 2 award The paper will consist of two Sections.Thinking and Reasoning Skills marks In Section A, candidates answer a series of compulsory short-

answer questions. 60 mins written paper In Section B, candidates answer compulsory, source-based, 60 marks structured questions, based around sources. This section will

include a longer response question.

Level 2 Thinking and Reasoning Skills Unit B902: Thinking and Reasoning Skills Case Study

50% of the total Level 2 award This paper will consist of structured questions based on pre- Thinking and Reasoning release material.Skills marks The pre-release material will contain a variety of materials in60 mins written paper different forms. This may include images, data in the form of

charts or graphs, video material, audio tapes, written 60 marks dialogues, letters, short extracts from newspapers and books.

The pre-release material will be made available to centres in advance of the examination date.

There will be two Sections.

In Section A, candidates will answer a series of compulsory short questions which will be based on the pre-release material.

In Section B, candidates will develop and present an argument as well as considering and responding to different points of view.


4

AO weightings

4.3 Performance Descriptors

Unit AO1% AO2% AO3% Total%

Unit B901 Thinking and Reasoning Skills

30-35 35-40 25-30 50

Unit B902 Thinking and Reasoning Skills Case Study

35-40 20-25 35-40 50

Total for course 30-40 25-35 30-40 100

The performance descriptors for Level 2 award Thinking and Reasoning Skills indicate the level of attainment characteristic of Distinction, Merit, and Pass.

They should be interpreted in relation to the content outlined in the specifi cation; they are not designed to defi ne that content.

They give a general indication of the learning outcomes and levels of attainment likely to be shown by a representative candidate performing at each boundary. In practice most candidates will show uneven profi les across the attainments listed, with strengths in some areas compensating in the award process for weaknesses or omissions elsewhere.

4.2 Assessment objectives

AO1 Use and apply critical thinking skills of analysis and evaluation

AO2 Use and apply wider thinking skills

AO3 Synthesise construct and develop arguments and solutions to problems employing thinking skills holistically


4

Assessment Objectives

AO1Use and apply critical thinking skills of analysis and evaluation

AO2Use and apply wider thinking skills

AO3Synthesise construct and develop arguments and solutions to problems employing thinking skills holistically

Distinction Performance Descriptor

Candidates characteristically:Use and apply critical thinking skills of analysis and evaluation in an appropriate and precise way demonstrating a secure understanding of all the skills and an ability to employ them individually to a variety of problems, situations, and materials with facility and ease even when the material is complex and subtle.

Candidates characteristically:Use and apply the full range of wider thinking skills in an appropriate and precise way demonstrating a secure understanding of all the skills and an ability to employ them individually to a variety of problems, situations, and materials with facility and ease even when the material is complex and subtle.

Candidates characteristically:Synthesise, construct and develop both arguments and solutions to complex problems by using many thinking skills together in a way which demonstrates confi dent holistic thinking; selecting, interpreting and evaluating information from a variety of sources; Where appropriate developing arguments with a precise conclusion with cogent and persuasive reasons with explicit structure.

Merit Performance Descriptor

Candidates characteristically:Use and apply critical thinking skills of analysis and evaluation in an appropriate and precise way; most skills can be employed successfully on most of the material but not always successfully when the material is most complex and challenging.

Candidates characteristically:Use and apply many but not all wider thinking skills in an appropriate and precise way; most skills can be employed successfully on most of the material but not always successfully when the material is most complex and challenging.

Candidates characteristically:Synthesise, construct and develop both arguments and solutions to complex problems but not always successfully; some skills necessary to a full and complete solution are overlooked or not always fully utilised leading to a mainly correct response or solution but with some few elements incomplete or in error;Where appropriate developing arguments with a structure which is not fully explicit and with reasons and evidence which is always relevant but not wholly free from weaknesses.


4

Assessment Objectives

AO1Use and apply critical thinking skills of analysis and evaluation

AO2Use and apply wider thinking skills

AO3Synthesise construct and develop arguments and solutions to problems employing thinking skills holistically

Pass Performance Descriptor

Candidates characteristically:Use and apply critical thinking skills of analysis and evaluation in a mostly appropriate and sometimes precise way; demonstrating only a partial understanding of the full range of skills; skills rarely employed correctly in relation to the more challenging complex and subtle material.

Candidates characteristically:Use and apply some wider thinking skills in a mostly appropriate and sometimes precise way; demonstrating only a partial understanding of the full range of skills; skills rarely employed correctly in relation to the more challenging complex and subtle material.

Candidates characteristically:Synthesise, construct and develop both arguments and solutions to complex problems in a way which is frequently superfi cial and simplistic; some skills necessary to a full and complete solution are clearly absent and other skills where present are not fully and properly applied or integrated with one another;Where appropriate developing arguments with a structure which is not explicit and with reasons which are poorly developed and open to obvious objections and counter examples.

4.4 Assessment Availability

This is a unitised specifi cation. Candidates can take units either separately or together. There are two examination series each year, in January and June. Level 2 certifi cation is available for the fi rst time in June 2010, and each January and June thereafter.


Technical Information 5

5.1 Making Unit Entries

5.2 Unit and Qualifi cation Re-sits

5.4 Grading

5.3 Making Qualifi cation Entries

Please note that centres must be registered with OCR in order to make any entries, including estimated entries. It is recommended that centres apply to OCR to become a registered centre well in advance of making their fi rst entries. Centres must have made an entry for a unit in order for OCR to supply the appropriate forms and/or moderator details for controlled assessments.

It is essential that unit entry codes are quoted in all correspondence with OCR.

Candidates may re-sit each unit once before entering for certifi cation for a Level 2 award.

Candidates may enter for the qualifi cation an unlimited number of times.

Candidates must be entered for certifi cation code J930.

Candidates must enter for qualifi cation certifi cation separately from unit assessment(s). If a certifi cation entry is not made, no overall grade can be awarded.

A candidate who has completed all the units required for the qualifi cation may enter for certifi cation either in the same examination session (at the usual time or within a specifi ed period after publication of results) or at a later session.

Level 2 award in Thinking and Reasoning Skills certifi cation is available from June 2010.

Level 2 award in Thinking and Reasoning Skills units are awarded on the scale Distinction, Merit, Pass. Units are awarded on the same scale. Grades are awarded on certifi cates. However, results for candidates who fail to achieve the minimum grade (‘Pass’) will be recorded as unclassifi ed (U or u) and this is not certifi cated.

Level 2 award Thinking and Reasoning Skills is a unitised scheme. Candidates can take units across several different series. They can also re-sit units. When working out candidates’ overall grades OCR needs to be able to compare performance on the same unit in different series when different grade boundaries have been set, and between different units. OCR uses a Uniform Mark Scale to enable this to be done.

A candidate’s uniform mark for each unit is calculated from the candidate’s raw marks on that unit. The raw mark boundary marks are converted to the equivalent uniform mark boundary. Marks between grade boundaries are converted on a pro rata basis.

When unit results are issued, the candidate’s unit grade and uniform mark are given. The uniform mark is shown out of the maximum uniform mark for the unit eg 61/100.


5

The specifi cation is graded on a Uniform Mark Scale. The uniform mark thresholds for each of the assessments are shown below:

Candidate’s uniform marks for each module are aggregated and grades for the specifi cation are generated on the following Uniform Mark Scale:

Qualifi cation

Qualifi cation Grade

Max UMS Distinction Merit Pass U

Level 2 award in Thinking and Reasoning Skills 120 96 72 48 0

Unit

(Level 2)Unit

Weighting

Maximum Unit Uniform

Mark1 Distinction Merit Pass U

B901 50% 60 48 36 24 0

B902 50% 60 48 36 24 0

5.6 Shelf-Life of Units

Under certain circumstances, a centre may wish to query the grade available to one or more candidates or to submit an appeal against an outcome of such an enquiry. Enquiries about unit results must be made immediately following the series in which the relevant unit was taken.

For procedures relating to enquiries on results and appeals, centres should consult the Administrative Guide for General Qualifi cations and the document Enquiries about Results and Appeals – Information and Guidance for Centres produced by the Joint Council. Copies of the most recent editions of these papers can be obtained from the OCR website.

Individual unit results, prior to certifi cation of the qualifi cation, have a shelf-life limited only by that of the qualifi cation.

Level 2 award Thinking and Reasoning Skills requires 60 – 70 guided learning hours in total.

This specifi cation complies in all respects with the current GCSE, GCE and AEA Code of Practice as available on the QCA website, The Statutory Regulation of External Qualifi cations 2004. Currently there are no subject criteria for this subject.

Candidates who enter for the OCR Level 2 award in Thinking and Reasoning Skills are not prohibited from taking any other GCSE or Level 2 examination in the same series.

5.7 Guided Learning Hours

5.8 Code of Practice/Common Criteria Requirements/Subject Criteria

5.9 Prohibited Qualifi cations and Classifi cation Code

5.5 Result Enquiries and Appeals


5

Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments and to demonstrate what they know and can do. For this reason, very few candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found in Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in Examinations produced by the Joint Council www.jcq.org.uk.

Candidates who are unable to access part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award based on the parts of the assessment they have taken. Candidates who have diffi culty drawing conclusions from arguments and dealing with inference, deductions and probabilities might need to consider carefully the diffi culties they may encounter in this qualifi cation.

Candidates with a visual impairment may fi nd this subject diffi cult to access fully.

5.10 Disability Discrimination Act Information Relating to this Specifi cation

Yes/No Competence

Readers Y All written examinations

Scribes Y All written examinations

Practical assistants Y Written and practical assessments

Word processors Y All written examinations

Transcripts Y All written examinations

BSL signers Y All written examinations

Live speaker Y All written examinations

MQ papers Y All written examinations

Extra time Y All written examinations

5.11 Arrangements for Candidates with Particular Requirements

Candidates who are not disabled under the terms of the DDA may be eligible for access arrangements to enable them to demonstrate what they know and can do. Candidates who have been fully prepared for the assessment but who are ill at the time of the examination, or are too ill to take part of the assessment, may be eligible for special consideration. Centres should consult the Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in Examinations produced by the Joint Council.


Other Specifi cation Issues6

6.1 Overlap with other Qualifi cations

There is no signifi cant overlap between the content of these specifi cations and those for other Level 2/GCSE qualifi cations.

This specifi cation provides progression from Level 2 award Thinking and Reasoning Skills to AS/A Level in Critical Thinking.

There are no spiritual issues specifi cally covered in this specifi cation, though if teachers choose to deliver the course through the choice of topics mentioned, a range of spiritual, moral and ethical issues may be covered, such as Bioethical Issues, Personal and Social issues, Euthanasia, Animal welfare etc.

There are no sustainable development issues or health and safety considerations in these specifi cations. However, if teachers chose to deliver the course through the topics mentioned sustainable development issues may be covered, for example through Global Warming and the Environment.

OCR has taken great care in preparation of these specifi cations and assessment materials to avoid bias of any kind.

These specifi cations and associated assessment materials are in English only.

6.2 Progression from these Qualifi cations

6.3 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues

6.4 Sustainable Development, Health and Safety Considerations and European Developments, consistent with international agreements

6.5 Avoidance of Bias

6.6 Language


6

This specifi cation provides opportunities for the development of the Key Skills of Communication, Application of Number, Information Technology, Working with Others, Improving Own Learning and Performance and Problem Solving at Levels 1 and/or 2. However, the extent to which this evidence fulfi ls the Key Skills criteria at these levels will be totally dependent on the style of teaching and learning adopted for each unit.

The following table indicates where opportunities may exist for at least some coverage of the various Key Skills criteria at Levels 1 and/or 2 for each unit.

Detailed opportunities for generating Key Skills evidence through this specifi cation are posted on the OCR website (www.ocr.org.uk). A summary document for Key Skills Coordinators showing ways in which opportunities for Key Skills arise within GCSE courses has been published.

In order to play a full part in modern society, candidates need to be confi dent and effective users of ICT. Where appropriate, candidates should be given opportunities to use ICT in order to further their study of Level 2 award in Thinking and Reasoning Skills.

Since September 2002, the National Curriculum for England at Key Stage 4 has included a mandatory programme of study for Citizenship. Parts of this Programme of Study may be delivered through an appropriate treatment of other subjects.

This section offers guidance on opportunities for developing knowledge, skills and understanding of citizenship issues during the course. These opportunities are also indicated within the suggested topic areas of:

Civil Disobedience and the Law

Freedom of Expression and Tolerance

Global Warming and the Environment

6.7 Key Skills

UnitC AoN IT WwO IOLP PS

1 2 1 2 1 2 1 2 1 2 1 2

B901 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

B902 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

6.8 ICT

6.9 Citizenship


Appendix: Suggested Background Reading for Teachers

A

Baggini, Julian (2006) The Pig that wants to be eaten: And 99 other thought experiments. Granta Books. ISBN-10: 1862078556

Baumfi eld, Vivienne (2002) Thinking Through Religious Education, Chris Kington Publishing. ISBN-10: 189985746X

Black, Anthony and Varney, John (2004) LogoVisual Thinking: A Guide to Making Sense, Centre for Management Creativity, ISBN-10: 0954348818

Butterworth, Marie and O’Conner, Maryssa (2002) Thinking Through English Chris Kington Publishing, ISBN-10: 1899857605

Cohen, Martin (2007) 101 Ethical Dilemmas Routledge. ISBN: 0415404002

Fisher, Peter (2000) Thinking Through History, Chris Kington Publishing, ISBN-10: 1899857443

Harbottle, Claire (2007) Thinking Through PSHE, Chris Kington Publishing, ISBN-10: 1899857516

Leat, David (2001) Thinking Through Geography, Chris Kington Publishing, ISBN-10: 1899857990

Nicols, Adam and Kinniment, David (2000) More Thinking Through Geography, Chris Kington Publishing, ISBN-10: 1899857435

McNiven, Duncan and McNiven, Savory (2004) Thinking Skills: Through Science Chris Kington Publishing, ISBN-10: 1899857559

Teare, Barry (2003) Challenging Resources for Able and Talented Children, Network Educational Press Ltd, ISBN-10: 1855391228

Teare, Barry (1997) Effective Resources for Able and Talented Children, Network Educational Press Ltd ISBN-10: 1 85539 050 7

Teare, Barry (2001) More Effective Resources for Able and Talented Children, Network Educational Press Ltd ISBN-10: 1 85539 063 9

Wood, Phil; Hymer, Barry and Michel, Deborah (2007) Dilemma-based Learning in the Humanities: Integrating Social, Emotional and Thinking Skills Chris Kington Publishing. ISBN-10: 1899857540


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Level 2 Award Thinking and Reasoning Skills - · PDF fileLevel 2 Award Thinking and Reasoning Skills ... It provides a foundation for further study of academic and ... Thinking and