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 “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 “Statutory interpretation” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: The rules of statutory interpretation: literal, golden and mischief rules; the purposive approach. Internal (intrinsic) and external (extrinsic) aids. The impact of European Union law and of the Human Rights Act 1998 on statutory interpretation. The advantages and disadvantages of the different approaches to statutory interpretation.

This resource contains everything students and teachers alike need to learn or teach the “The criminal courts and lay people” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: The criminal process including the classification of offences, and the appeal system. Criminal court powers and sentencing of adult offenders. The role of lay people: the role and powers of magistrates in criminal courts and the role of juries in criminal courts. The advantages and disadvantages of using juries in criminal courts.

This resource contains everything students and teachers alike need to learn or teach the “Judicial precedent” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: The doctrine of judicial precedent. The hierarchy of the courts including the Supreme Court. Stare decisis, ratio decidendi and obiter dicta; law reporting in outline and the reasons for it. The operation of judicial precedent: following, overruling and distinguishing. The advantages and disadvantages of the doctrine of judicial precedent and the operation of precedent.

This resource contains everything students and teachers alike need to learn or teach the “The civil courts and other forms of dispute resolution” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: The civil courts, including the track system and the appeal system. Other forms of dispute resolution: outline of the tribunal structure and the role of tribunals. The roles of mediation and negotiation.

This resource contains everything students and teachers alike need to learn or teach the “Parliamentary law making” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following areas: Green and White papers the formal legislative process the influences on parliament the doctrine of parliamentary supremacy and limitations on it the advantages and disadvantages of influences on parliamentary law making

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 21-page document resource contains everything students and teachers alike need to learn or teach the “Essential requirements of a contract” section of the AQA A-Level Law specification. It contains a comprehensive overview of the following substantive law areas: Offer Acceptance Intent to create legal relations Consideration Privity of contract

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 “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.