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Transcript of Level 2 Award Thinking and Reasoning Skills - ocr.org.uk · • Teacher resources for each skill...
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
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• Ane-community – where you can share knowledge, views and ideas.
To view our resources visit www.ocr.org.uk/thinkingreasoningskills
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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
2 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
3 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
4 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
5 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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.
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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
•
7 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
8 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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
9 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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
Problem-Solving Skills
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
Problem-Solving Skills
10 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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
11 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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
12 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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
13 © OCR 2011 Level 2 Thinking and Reasoning Skills
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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.
14 © OCR 2011 Level 2 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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rong
s do
n’t m
ake
a rig
ht);
slip
pery
slo
pe
(jum
ping
to u
nlik
ely
or
dist
ant c
onse
quen
ces)
; fal
se
dile
mm
as (r
estri
ctin
g th
e op
tions
)
Rec
ogni
sing
and
iden
tifyi
ng
the
pres
ence
and
impa
ct
of lo
aded
lang
uage
in a
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
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25 © OCR 2011 Level 2 Thinking and Reasoning Skills
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.
26 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
27 © OCR 2011 Level 2 Thinking and Reasoning Skills
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.
28 © OCR 2011 Level 2 Thinking and Reasoning Skills
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.
29 © OCR 2011 Level 2 Thinking and Reasoning Skills
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.
30 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
31 © OCR 2011 Level 2 Thinking and Reasoning Skills
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.
32 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
33 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
34 © OCR 2011 Level 2 Thinking and Reasoning Skills
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
Bookmark www.ocr.org.uk/thinkingreasoningskills
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Join our e-community for teachers at http://community.ocr.org.uk
View our support materials at www.ocr.org.uk/thinkingreasoningskills
Have a look at our new web-based service http://answers.ocr.org.uk
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Phone: 01223553998
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Online: http://answers.ocr.org.uk
Fax: 01223 552627
Post: CustomerContactCentre,OCR, ProgressHouse,WestwoodBusinessPark, Coventry CV4 8JQ
What to do next
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Your checklistOur aim is to provide you with all the information and support you need to deliver our specification.
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3
3
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