Units 1 & 2

Unit 1: Roles of accounting in business

Areas of study:

1. The role of accounting. Describe the resources required to establish and operate a business, and select and use accounting reports and other information to discuss the success or otherwise of the business.

2. Recording financial data and reporting accounting information for a service business. Identify and record financial data, report and explain accounting information for a service business, and suggest and apply appropriate financial and non-financial indicators to measure business performance.

Unit 2: Accounting and decision-making for a trading business

Areas of study:

1. Accounting for inventory. Be able to record and report for inventory and discuss the effect of relevant financial and non-financial factors, and ethical considerations, on the outcome of business decisions.

2. Accounting for and managing accounts receivable and accounts payable. Record and report for accounts receivable and accounts payable, and analyse and discuss the effect of relevant decisions on the performance of the business including the influence of ethical considerations.

3. Accounting for and managing non-current assets. Record and report for non-current assets and depreciation.

Units 3 & 4

Unit 3: Financial accounting for a trading business

Areas of study:

1. Recording and analysing financial data. Record financial data using a double entry system; explain the role of the General Journal, General Ledger and inventory cards in the recording process; and describe, discuss and analyse various aspects of the accounting system, including ethical considerations.

2. Preparing and interpreting accounting reports. Record transactions and prepare, interpret and analyse accounting reports for a trading business.

Unit 4: Recording, reporting, budgeting and decision-making

Areas of study:

1. Extension of recording and reporting. Record financial data and balance day adjustments using a double entry system, report accounting information using an accrual-based system and evaluate the effect of balance day adjustments and alternative methods of depreciation on accounting reports.

2. Budgeting and decision-making. Prepare budgeted accounting reports and variance reports for a trading business using financial and other relevant information, and model, analyse and discuss the effect of alternative strategies on the performance of a business.

Units 1 & 2

Unit 1

In this unit students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action.

1. Thinking like an economist. In this area of study students begin to appreciate the contributions of economics as a discipline and investigate some of the factors that motivate people to act in the way they do and the consequences of their actions. They analyse the views of traditional economists and conduct experiments to critique their views on human behaviour. Students also look at the views of behavioural economists and provide insights into the various factors that influence consumer decision making in modern times.

2. Decision-making in markets. Students will develop understandings about the nature, operation and role of markets in Australia. We will use a case study approach to apply the theory to real-world situations. One or more of these could be selected for study: Agricultural markets (e.g. wool, sugar, dairy); Other commodity markets (e.g. coal, iron ore); Community markets (e.g. the Queen Victoria Market); The finance market; The foreign exchange market; Labour markets; The property/housing markets; Sport and leisure markets; The stock market.

Unit 2

As a social science, economics often looks at contemporary issues where there are wide differences of opinion and constant debate. In this unit students focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources.

1. Economic growth, long-term economic prosperity and environmental sustainability. In this area of study students consider the meaning and importance of economic growth and its effect on material and non-material living standards. Students evaluate the effect of an ever growing economy on other aspects of modern life. Does economic growth make life better or are there some costs involved? Students investigate the nature of key economic trade-offs; situations where the achievement of one goal may come at the expense of another. There may be a trade-off between the goal of economic growth and the goal of environmental sustainability.

2. Economic efficiency and equity. Economists frequently talk about the importance of efficient allocation of resources and how fairly income and opportunity are distributed between individuals and groups within society. In this area of study students consider the nature of the potential trade-off between equity in the distribution of income and the efficiency of resource allocation in Australia. Students analyse the factors that may lead to income disparity in Australia and one other nation, and why the income of some people is below the poverty line. They examine the effect of poverty and income inequality on individuals and the wider economy and explore the idea of intergenerational poverty.

3. Global economic issues. In this area of study students investigate one or more contemporary global economic issue/s. The global economic issue/s students may investigate include: the challenges faced by developing nations in improving living standards and alleviating poverty; free trade versus protectionism; the effect of globalisation on relevant stakeholders; the effect of government policy, foreign aid, multilateral development assistance and foreign investment on developing nations; the global distribution of income: causes and implications of global inequality; international responses to an environmental challenge.

Assessment: A variety of tasks for each Unit which may include written analysis; a folio of applied exercises; a problem-solving task; a folio of print materials; an investigative report; a case study; a debate; an essay; an oral presentation; a webpage or wall poster; a simulation; tests.

Units 3 & 4

Unit 3: Australia’s Economic Prosperity

This Unit focuses on economic activity in Australia and the factors that affect the achievement of the objectives of the Australian economy.

1. An introduction to microeconomics: the market system, resource allocation and government intervention. In this area of study students investigate the role of the market in answering the key economic questions of what and how much to produce, how to produce and for whom to produce. They consider the effect of decisions made by consumers and businesses on what goods and services are produced, the quantities in which they are produced, to whom they are distributed and the way they are produced.

2. Domestic Macroeconomic Goals. In this area of study students investigate the Australian Government’s domestic macroeconomic goals of low inflation, strong and sustainable economic growth and full employment and why these goals are pursued. They consider the role of key economic agents using a simple circular flow model of the macroeconomy. Students examine how each of the goals is measured and the potential consequences associated with the non-achievement of each goal.

3. Australia and the World Economy. Australia is an open economy. There has been a gradual reduction in trade barriers with trade making an increasingly greater contribution to Australia’s living standards. Students examine the reasons why countries engage in international transactions such as the exchange of goods and services and the movement of savings and investment capital, and evaluate how these transactions might affect living standards.

Unit 4: Managing the Economy

This Unit focuses on management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government.

1. Aggregate demand policies and domestic economic stability. Students will study: Budgeting / fiscal policy; Monetary policy; The ways these policies affect economic problems; The effectiveness of these policies; The government’s policy mix in the use of these tools.

2. Aggregate supply policies. In this area of study students examine the important role of aggregate supply policies in creating a stronger macroeconomic environment so that domestic macroeconomic goals can be more easily achieved. They investigate the different approaches that government may take to promoting competition and efficiency. Should the Australian Government intervene in the market?

Assessment: school assessed coursework includes research essay, problem-solving exercises, data investigation and analysis, examination.

Geography is a structured way of exploring, analysing and understanding the world. Geographers are interested in key questions concerning places and geographic phenomena: What is it? Where is it? What are the effects of it being there? How is it changing over time, and how could, or should, it change in the future? How are places and phenomena connected and how do they differ? Students explore these phenomena through fieldwork and a wide range of secondary sources. This allows students to appreciate the complexity of the interconnections between environments, economies and cultures. Adopting a spatial perspective to phenomena regarding the physical world and the people who inhabit it is a unique aspect of Geography.

The subject suits students who have an interest in topical issues, people and places, and the diversity of cultures and environments on Earth. Important skills required by students undertaking the subject include the ability to interpret and present information in a variety of formats; analyse and describe data to identify trends and spatial patterns; discuss the factors which contribute to the development of phenomena; identify impacts and extrapolate and predict future outcomes; and evaluate how people respond to phenomena. The learning tasks students are required to complete include short and extended written responses and the presentation of data in a variety of formats.

Please note, students can undertake Unit 1 and 2 independently of each other, and students can study Units 3 and 4 without having completed Unit 1 and /or Unit 2.

Units 1 & 2

Unit 1: Hazards and disasters

Students examine hazard events, including their causes and impacts, human responses to these events, and the interconnections between human activities and natural phenomena. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students investigate how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.

Unit 2: Tourism

Over one billion tourists a year cross international boundaries with greater numbers involved as domestic tourists within their own countries. In this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations.

Units 3 & 4

Unit 3: Changing the land

People have changed the land to produce a diversity of different land uses across the landscape. In Area of Study 1 students look at one local example of where there has been such change, and through fieldwork investigate why it has changed, and how these changes have impacted on the environment as well as the social conditions and economic activity. The world supports a diversity of natural land cover due to differences in the biophysical environment, such as climate and topography, as well as the influence of human activities. Land cover includes biomes such as forest, tundra and deserts. In Area of Study 2, students investigate changes to land cover through deforestation, desertification and glacier and ice melt over geological time scales, as well as in recent decades. Students investigate the causes and impacts of these changes on a global scale, in addition to local and national examples, and how they have been managed.

Unit 4: Human population – trends and issues

Students explore various aspects of the world’s population and their pattern of change over time and space, and how these changes are being managed in different parts of the world. They learn about various aspects of population dynamics, including birth rates, infant mortality and life expectancy, and how these aspects transition as countries develop economically. They investigate the major causes of changes in population dynamics since the Industrial Revolution and more recently, and the role of population movement in the changing pattern of population distribution. They examine some of the challenges resulting from major trends in the demographic profile of different places, contrasting places experiencing rapid population growth with those experiencing a decline in birthrates leading to an ageing population.

Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and non-state actors in the twenty-first century. It examines the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. It examines the nature and effectiveness of key global actors in the twenty-first century and global challenges, including human rights, people movements, development issues and weapons proliferation. It explores the nature of global crises such as environmental degradation, war and terrorism, and the effectiveness of responses and proposed solutions by key global actors.

Units 1 & 2

Unit 1: The National Citizen

In this unit students are introduced to the study of politics as the exercise of power by individuals, groups and nation-states. Students consider key concepts related to power and influence, types of power, political ideology and values, political involvement and active citizenship. The nature of and philosophical ideas behind democracy are studied, as well as the operation and nature of contemporary Australian representative democracy. Students examine the reasons why people seek political power, the characteristics of successful political activists and leaders, and the political ideas that motivate them. The ways in which political power is exercised and how that power is challenged and resisted by others is explored. Students also examine the role and influence of social and political movements as methods of organising political ideas and action.

1. Power, politics and democracy. What is politics? In what ways do individuals and groups gain and exercise political power? What are the most significant features of the way politics is practised in Australia? What opportunities exist for younger Australians to participate in the Australian political system?

2. Exercising and challenging power. Why do individuals get involved in politics? Do political leaders have similar characteristics and share similar aims? What are the major political ideologies? What are the ideas and aims of the most significant political movements in Australia?

Unit 2: The Global Citizen

This unit focuses on the contemporary international community. Students examine their place within this community through considering the debate over the existence of the ‘global citizen’. In Area of Study 1 they explore the myriad ways their lives have been affected by the increased interconnectedness – the global threads – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which the notion of an international community exists, and investigate its ability to manage areas of global cooperation and respond to issues of global conflict and instability.

This unit is concerned with contemporary issues and events. While these may have antecedents in issues and events before the twenty-first century that students need to understand to contextualise contemporary global situations, focus needs to be on the twenty-first century when choosing particular examples and case studies.

1. Global threads. How do citizens in the twenty-first century interact? How have our lives been affected by globalisation? Do citizens have global responsibilities? Does the global citizen really exist? In this area of study students consider how citizens in the twenty-first century interact and connect with the world. Almost every facet of human life in the western world has been transformed by recent and rapid technological changes. As a result, increased global interconnectedness has transformed lives and created global threads, and in so doing, raised the debate over whether or not citizens’ responsibilities exist beyond national borders.

2. Global cooperation and conflict. What do we understand by the term ‘international community’? How does this community work in the twenty- first century and what are its responsibilities? How effective is the international community in managing cooperation, conflict and instability? What challenges do key global actors such as the United Nations and NGOs, face in resolving issues such as war, conflict, environmental challenges and people movement?

Units 3 & 4

Unit 3

1. Global Actors. This area of study is designed to provide the foundations for examining the global political arena and the key actors within global politics, for example, states, intergovernmental organisations such as the United Nations, and non-governmental organisations such as Greenpeace. Students must investigate the following for each of the global actors: their aims and objectives, the role they perform, from where their power stems and the extent of their influence. This culminates in an examination of the extent to which each global actor is able to achieve its aims.

2. Power in the Asia-Pacific. This area of study focuses on the use of power by one Asia-Pacific state, China, within the region. Students investigate the use of power and foreign policy instruments, and evaluate the effectiveness of these in achieving the state’s national interest. Students are expected to know that a type of power can take many different forms; for example, military power can be exercised through the firing of missiles, increasing one’s military budget or the strategic placement of armaments. Students investigate the advantages and disadvantages of different forms of power and foreign policy instruments when comparing and contrasting the effectiveness of these different types of power and foreign policy instruments in achieving a state’s national interest.

Unit 4

1. Ethical Issues and Debates. This area of study focuses on the analysis of a range of perspectives and the evaluation of the effectiveness of states, the United Nations and NGOs. Emphasis should be placed on the ability of institutions of global governance, for example, the United Nations or the International Criminal Court, to uphold international laws and indict actors who flout them. The following are examples of the ethical issues that can be examined:

• • • Human rights: the rights of women in fundamentalist Islamic states, the rights of the child in developing states, the use of torture in combating terrorism, the ‘Responsibility to Protect’ in Libya and Darfur.

    • Development focusing on poverty and inequality: fair trade, trade liberalisation, micro- finance schemes, development aid, debt relief.

    • Arms control and disarmament: New Strategic Arms Reduction Treaty, Iran’s nuclear weapons program, ongoing work and progress of the Mine Ban Treaty, work of the UN Office for Disarmament Affairs.

2. Crises and Responses. In this area of study students investigate the nature of our crisis-prone world. They focus on the identification of characteristics and evaluation of responses to two global crises. The two global crisis that we focus on will be based on student interest. Below are some examples of global crisis that may be examined:

• • • Environmental degradation: rainforest destruction in Borneo, ongoing work of the IPCC, desertification in China, resource exploitation in Nigeria, Bangladesh water crisis.

    • Intra and interstate conflict: civil war in Darfur, civil war in Chad, war in South Ossetia, war in Afghanistan.

    • Terrorism: Islamist insurgency in Xinjiang, al-Qaeda, Iran as a terror sponsoring state, Tamil Tigers in Sri Lanka.

Units 1 & 2

The study of Ancient History allows the development of different disciplinary skills, given the different nature of the historical record, with less reliance on written primary sources, and a greater role for archaeology.

Unit 1: Ancient Mesopotamia

In this unit, students explore Ancient Mesopotamia. The lands between the rivers Tigris and the Euphrates have been described as the ‘cradle of civilisation’. Although this view is now contested in ancient history and archaeology, the study of Ancient Mesopotamia provides important insights about the growth of cities. Students investigate the creation of city-states and empires. They examine the invention of writing – a pivotal development in human history. This unit highlights the importance of primary sources (the material record and written sources) to historical inquiry about the origins of civilisation.

Unit 2: Early China

The foundations of civilisation in China have traditionally been located in the Yellow River Valley, but archaeological evidence now suggests that early settlement was not confined to this area. Life in small agricultural communities, with distinct regional identities, marks the beginnings of civilisation in China. Interactions between these small and diverse settlements led to the formation of rival states, and then to the growth of an enduring civilisation. The development of a series of empires was central to Chinese civilisation.

Units 3 & 4

Units 3 & 4

Revolutions represent great ruptures in time and are a major turning point which brings about the collapse and destruction of an existing political order resulting in a pervasive change to society. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror.

At Mac.Rob we focus on The French Revolution of 1789 (Unit 3) and The Russian Revolution of October 1917 (Unit 4). Each Unit has two Areas of Study.

1. Causes of revolution:

• • • What were the significant causes of revolution?

    • How did the actions of popular movements and particular individuals contribute to triggering a revolution?

    • To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution?

2. Consequences of revolution:

• • • How did the consequences of revolution shape the new order?

    • How did the new regime consolidate its power?

    • How did the revolution affect the experiences of those who lived through it?

    • To what extent was society changed and revolutionary ideas achieved?

Units 1 & 2

Unit 1: Twentieth Century 1900-1945

In this area of study students explore the events, ideologies and movements of the period after World War One; the emergence of conflict; and the causes of World War Two. They investigate the impact of the treaties which ended the Great War and which redrew the map of Europe and broke up the former empires of the defeated nations. They also consider the key ideologies of the period: Communism, which emerged in Russia after the 1917 Bolshevik Revolution and Fascism, with a focus on Adolf Hitler’s National Socialist (Nazi) Party gained power in Germany. Students examine the economic instability, territorial aggression and totalitarianism combined to draw the world into a second major conflict in 1939.

Students also focus on the social life and cultural expression in the 1920s and 1930s and their relation to the technological, political and economic changes of the period. Students explore particular forms of cultural expression from the period in Germany and the USSR. The emergence of new governments in Italy, Germany and Japan at the end of World War One led to the emergence of societies driven by new ideologies and in some countries the consequent oppression and persecution of certain groups, the most extreme case being the Holocaust of Nazi Germany. In the USSR, the establishment of a communist regime in 1917 was initially greeted with support by a large proportion of the people, but under Stalin millions of people were forced to work in state-owned factories and farms and dissenters were sent to labour camps. The creative arts both reflected and challenged social life and change in this period where mass entertainment and information by means of radio and film became widespread.

Unit 2: Twentieth Century 1945-2000

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. The establishment of the United Nations in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights.

Despite internationalist moves, the second half of the twentieth century was dominated by the competing ideologies of democracy and communism, setting the backdrop for the Cold War. The period also saw challenge and change to the established order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Old conflicts also continued and terrorism became increasingly global. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements.

The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system. They develop knowledge and skills that enhance their confidence and ability to access and participate in the legal system. Students come to appreciate how legal systems and processes aim to achieve social cohesion, and how they themselves can create positive changes to laws and the legal system. VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision-making skills, and fosters critical thinking to solve legal problems. Further study in the legal field can lead to a broad range of career opportunities such as lawyer, paralegal, legal secretary and careers in the courtroom.

Units 1 & 2

Unit 1: Guilt and liability

1. Legal Foundations. Students explore the role of individuals, laws and the legal system in achieving social cohesion and protecting the rights of individuals. Students consider the characteristics of an effective law, and sources and types of law. They examine the relationship between parliament and the courts, and the reasons for a court hierarchy in Victoria, and develop an appreciation of the principles of justice.

2. Presumption of innocence. Students develop an understanding of key concepts in criminal law and types of crime, and investigate two criminal offences in detail. For each offence, students consider actual and/or hypothetical scenarios in which an accused has been charged with the offence, use legal reasoning to determine possible culpability and explain the impact of the offence on individuals and society.

3. Civil liability. In this area of study students develop an understanding of key concepts in civil law and investigate two areas of civil law in detail. Possible areas of civil law could include negligence, defamation, nuisance, trespass and contracts. For each area of civil law, students consider actual and/or hypothetical scenarios giving rise to a civil claim, apply legal reasoning to determine possible liability for a breach of civil law and explain the impact of a breach of civil law on the parties.

Unit 2: Sanctions, remedies and rights

1. Sanctions. Students investigate key concepts in the determination of a criminal case, including the institutions that enforce criminal law, and the purposes and types of sanctions and approaches to sentencing. Through an investigation of two criminal cases from the past four years, either decided or still being decided, students explore the extent to which the principles of justice were or could be achieved.

2. Remedies. Students develop an appreciation of key concepts in the resolution of a civil case, including the methods used and institutions available to resolve disputes, and the purposes and types of remedies. Through an investigation of two civil cases from the past four years, either decided or still being decided, students explore the extent to which the principles of justice were or could be achieved.

3. Rights. Students examine the ways in which rights are protected in Australia (through the Constitution, the Victorian Charter of Rights, the common law and statutes) and compare this approach with that of another country. Based on this comparison, they consider possible reforms to the ways rights are protected in Australia. Students investigate an Australian case that had an impact on the protection of rights in Australia and develop their understanding of the role of an individual in taking a case to court.

Units 3 & 4

Unit 3: Rights and justice

1. The Victorian criminal justice system. Students explore the criminal justice system, its range of personnel and institutions and the various means it uses to determine a criminal case. Students investigate the rights of the accused and of victims, and explore the purposes and types of sanctions and sentencing considerations. Students consider factors that affect the ability of the criminal justice system to achieve the principles of justice. They examine recent reforms from the past four years and recommended reforms to enhance the ability of the criminal justice system to achieve the principles of justice. Students synthesise and apply legal principles and information relevant to the criminal justice system to actual and/or hypothetical scenarios.

2. The Victorian civil justice system. Students consider the factors relevant to commencing a civil claim, examine the institutions and methods used to resolve a civil dispute and explore the purposes and types of remedies. Students consider factors that affect the ability of the civil justice system to achieve the principles of justice. They examine recent reforms from the past four years and recommended reforms to enhance the ability of the civil justice system to achieve the principles of justice. Students synthesise and apply legal principles and information relevant to the civil justice system to actual and/or hypothetical scenarios.

Unit 4: The people and the law

1. The people and the Australian Constitution. The Australian Constitution establishes Australia’s parliamentary system and provides mechanisms to ensure that parliament does not make laws beyond its powers. In this area of study students examine the relationship between the Australian people and the Australian Constitution and the ways in which the Australian Constitution acts as a check on parliament in law-making. Students investigate the involvement of the Australian people in the referendum process and the role of the High Court in acting as the guardian of the Australian Constitution.

2. The people, the parliament and the courts. Parliament is the supreme law-making body, and courts have a complementary role to parliament in making laws. Courts can make laws through the doctrine of precedent and through statutory interpretation when determining cases. In this area of study students investigate factors that affect the ability of parliament and courts to make law. They examine the relationship between parliament and courts in law-making and consider the capacity of both institutions to respond to the need for law reform. In exploring the influences on law reform, students draw on examples of individuals and the media, as well as examples from the past four years of law reform bodies recommending legislative change.

Philosophy is concerned with issues that go to our most fundamental beliefs about ourselves, the world and our place in it. It deals with big and important questions in a way that is rigorous and disciplined. The course is designed to provide an intellectual challenge for students, and to develop their thinking/reasoning skills and their ability to communicate complex ideas.

Philosophy introduces the types of argument and analysis used by philosophers in response to foundational questions that have intrigued humans for thousands of years. Students develop knowledge of key philosophical ideas and engage in philosophical debate about contemporary issues and contemporary life.

Units 1 & 2

Unit 1: Existence, knowledge and reasoning

1. Metaphysics. Students study two topics in the field of Metaphysics: ‘On the Material Mind’ and ‘On the Existence and Nature of God’.

2. Epistemology. Students study two topics in the field of Epistemology: ‘On Knowledge’ and ‘On Objectivity’.

3. Introduction to Philosophical Inquiry. Students are introduced to the distinctive nature of philosophical thinking, including the basics of informal logic and other techniques of philosophical inquiry, such as analogical reasoning, that are essential to the study of problems in metaphysics and epistemology

Unit 2: Questions of Value

1. Ethics and Moral Philosophy. Students study two topics in the field of ethics: ‘On the Foundations of Morality’ and ‘On Right and Wrong’.

2. Further Problems in Value Theory. Students study two topics: ‘Aesthetic Value’ and ‘the Interpretation of Artworks’.

3. Techniques of Philosophical Inquiry. Students examine and apply a range of reasoning techniques and consider the role of other factors involved in philosophical thinking such as emotion. Students develop their capacity for metacognition through consideration of reflective equilibrium.

Units 3 & 4

Unit 3: Minds, Bodies and Persons

1. Minds and Bodies. Students examine concepts relating to the mind and body, analyse, compare and evaluate viewpoints and arguments concerning the relationship between the mind and body found in the set texts, and discuss contemporary debates.

2. Personal Identity. Students analyse, compare and evaluate viewpoints and arguments on personal identity in the set texts and discuss related contemporary debates.

Unit 4: The Good Life

1. Conceptions of the Good Life. Students discuss concepts related to the good life, and analyse, compare and evaluate the philosophical viewpoints and arguments in the set texts in relation to the good life.

2. Living the Good Life in the Twenty-first Century. Students develop and justify responses to debates on technological development in relation to the good life. They outline arguments made in a variety of sources and critically respond to them. They explore the interplay between the changing conditions of contemporary life and our ability to live a good life, considering how the strength of the interplay is dependent not only on the nature of developments in contemporary life but on the conception of the good life.