This resource contains everything students and teachers alike need to learn or teach the “General Elements of Liability” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: Actus Reus: Voluntarines Omissions State of affairs Causation Strict liability Mens Rea: Intention Recklessness Negligence Transferred malice Coincidence

This resource contains everything students and teachers alike need to learn or teach the “Necessity Defences” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following defences: Self-defence Duress Duress of circumstances

This resource contains everything students and teachers alike need to learn or teach the “Liability in negligence for physical injury to people and damage to property” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas of substantive law: Duty of care Breach Damage

This resource contains everything students and teachers alike need to learn or teach the “Occupiers’ Liability” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas of substantive law: Liability in respect of visitors (Occupiers’ Liability Act 1957). Liability in respect of trespassers (Occupiers’ Liability Act 1984).

This resource contains everything students and teachers alike need to learn or teach the “Private Nuisance” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas of substantive law: Private nuisance: Law Defences Remedies

This resource contains everything students and teachers alike need to learn or teach the “Defences” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following common law defences: Consent Contributory negligence

This resource contains everything students and teachers alike need to learn or teach the “Remedies” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas of law: Compensatory damages for physical injury to people, damage to property and economic loss; the principle of mitigation of loss. Injunctions.

This resource contains everything students and teachers alike need to learn or teach the “Consumer Rights Act 2015” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas of the Act, as per the specification: Terms implied into a contract to supply goods: s9 (satisfactory quality) s10 (fitness for particular purpose) s11 (description). Remedies for the breach of a term implied into a contract to supply goods: s20 (short term right to reject) s23 (right to repair or a replacement) s24 (right to a price reduction or a final right to reject). Terms implied into a contract to supply services: s49 (reasonable care and skill) s52 (performance within a reasonable time). Remedies for the breach of a term implied into a contract to supply services: s55 (right to repeat performance) s56 (right to a price reduction).

This resource contains everything students and teachers alike need to learn or teach the “Contract terms: general” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following substantive law areas: Express terms Implied terms Conditions Warranties Innominate terms

This resource contains everything students and teachers alike need to learn or teach the “Indirect Realism” area of the AQA A-Level Philosophy specification. It contains the following information: The Kalām argument (an argument from temporal causation). Aquinas’ 1st Way (argument from motion), 2nd Way (argument from atemporal causation) and 3rd way (an argument from contingency). Descartes’ argument based on his continuing existence (an argument from causation). Leibniz’s argument from the principle of sufficient reason (an argument from contingency). Issues that may arise for the arguments above, including: the possibility of an infinite series Hume’s objection to the ‘causal principle’ the argument commits the fallacy of composition (Russell) the impossibility of a necessary being (Hume and Russell).

This resource contains everything students and teachers alike need to learn or teach the “Preliminary Offences” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following crime: Attempts

This resource contains everything students and teachers alike need to learn or teach the “Non-Fatal Offences Against the Person” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following crimes: Assault Battery s.47 s.20 s.18

This resource contains everything students and teachers alike need to learn or teach the “Functionalism” area of the AQA A-Level Philosophy specification. It contains the following information: Functionalism: all mental states can be characterised in terms of functional roles which can be multiply realised. Issues, including: the possibility of a functional duplicate with different qualia (inverted qualia) the possibility of a functional duplicate with no mentality/qualia (Ned Block’s China thought experiment) the ‘knowledge’/Mary argument can be applied to functional facts (no amount of facts about function suffices to explain qualia).

This resource contains everything students and teachers alike need to learn or teach the “Eliminative Materialism” area of the AQA A-Level Philosophy specification. It contains the following information: Some or all common-sense (“folk-psychological”) mental states/properties do not exist and our common-sense understanding is radically mistaken (as defended by Patricia Churchland and Paul Churchland). Issues including: our certainty about the existence of our mental states takes priority over other considerations folk-psychology has good predictive and explanatory power (and so is the best hypothesis) the articulation of eliminative materialism as a theory is self-refuting.

This resource contains everything students and teachers alike need to learn or teach the “Mind-Brain Type Identity Theory” area of the AQA A-Level Philosophy specification. It contains the following information: All mental states are identical to brain states (‘ontological’ reduction) although ‘mental state’ and ‘brain state’ are not synonymous (so not an ‘analytic’ reduction). Issues including: dualist arguments applied to mind-brain type identity theory issues with providing the type identities (the multiple realisability of mental states).

This resource contains everything students and teachers alike need to learn or teach the “Property Offences” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following crimes: Theft Robbery

This resource contains everything students and teachers alike need to learn or teach the “Property Dualism” area of the AQA A-Level Philosophy specification. It contains the following information: There are at least some mental properties that are neither reducible to nor supervenient upon physical properties. The ‘philosophical zombies’ argument for property dualism (David Chalmers). Responses including: a ‘philosophical zombie’/a ‘zombie’ world is not conceivable what is conceivable may not be metaphysically possible what is metaphysically possible tells us nothing about the actual world. The ‘knowledge/Mary’ argument for property dualism (Frank Jackson). Responses including: Mary does not gain new propositional knowledge but does gain ability knowledge (the ‘ability knowledge’ response). Mary does not gain new propositional knowledge but does gain acquaintance knowledge (the ‘acquaintance knowledge’ response). Mary gains new propositional knowledge, but this is knowledge of physical facts that she already knew in a different way (the ‘New Knowledge / Old Fact’ response).

This resource contains everything students and teachers alike need to learn or teach the “Physical Behaviourism” area of the AQA A-Level Philosophy specification. It contains the following information: ‘Hard’ behaviourism: all propositions about mental states can be reduced without loss of meaning to propositions that exclusively use the language of physics to talk about bodily states/movements (including Carl Hempel). ‘Soft’ behaviourism: propositions about mental states are propositions about behavioural dispositions (ie propositions that use ordinary language) (including Gilbert Ryle). Issues including: the distinctness of mental states from behaviour (including Hilary Putnam’s ‘Super-Spartans’ and perfect actors) issues defining mental states satisfactorily due to (a) circularity and (b) the multiple realisability of mental states in behaviour the asymmetry between self-knowledge and knowledge of other people’s mental states.

This resource contains everything students and teachers alike need to learn or teach the “Issues Facing Dualism” area of the AQA A-Level Philosophy specification. It contains the following information: Issues facing dualism, including: The problem of other minds Responses including: the argument from analogy the existence of other minds is the best hypothesis. Dualism makes a “category mistake” (Gilbert Ryle) Issues facing interactionist dualism, including: the conceptual interaction problem (as articulated by Elisabeth, Princess of Bohemia) the empirical interaction problem. Issues facing epiphenomenalist dualism, including: the challenge posed by introspective self-knowledge the challenge posed by the phenomenology of our mental life (ie as involving causal connections, both psychological and psycho-physical) the challenge posed by natural selection/evolution.

This resource contains everything students and teachers alike need to learn or teach the “Substance Dualism” area of the AQA A-Level Philosophy specification. It contains the following information: Minds exist and are not identical to bodies or to parts of bodies. The indivisibility argument for substance dualism (Descartes). Responses, including: the mental is divisible in some sense not everything thought of as physical is divisible. The conceivability argument for substance dualism (expressed without reference to God) (Descartes). Responses including: mind without body is not conceivable what is conceivable may not be metaphysically possible what is metaphysically possible tells us nothing about the actual world.