Sixth Form Critical Thinking

Tag Archives: Critical thinking

10 things which could improve education

Posted onJuly 28, 2017byEddie Playfair

I’d like to offer the following tentative 10 point charter to improve education at all levels as an initial contribution to the debate about the future of education in England. 1. Build a comprehensive system rooted in equality: We should … Continue reading →

Posted inEducation, Education policy|Taggedcitizenship education, comprehensive education, Critical thinking, Cultural heritage, culture, curriculum, Democracy, economy, Education, education system, employment, England, Equality, future, global citizenship, knowledge, learning, liberal education, National Education Service, research, Social cohesion, Solidarity, values|

Going beyond.

Posted onOctober 26, 2016byEddie Playfair

Going beyond what is expected. What do we expect from the education of 16-19 year olds in England? Judging from the funding available, the qualifications on offer and the accountability measures which inevitably steer our work, our national aspirations for … Continue reading →

Posted inEducation, Education policy|Taggedambition, aspiration, citizenship education, Critical thinking, Cultural heritage, curriculum, Education, liberal education, National baccalaureate, Post-16 funding, Sixth form, vocational education, young people|

Thinking students and student research.

Posted onMarch 30, 2016byEddie Playfair

In his excellent book Think Again (2012), John Taylor makes a strong case for putting philosophy at the centre of our teaching in order to develop students’ ability to think. As he says in his introduction: “Education should be all about … Continue reading →

Posted inEducation, Philosophy, Reviews, Teaching and learning|TaggedCritical thinking, curriculum, Education, extended project, John Taylor, liberal education, philosophy, research, teaching, Think Again, thinking|

The social origins of human thinking.

Posted onMarch 27, 2016byEddie Playfair

What is thinking? Where does human thought come from? How did it evolve? These are important questions for us if we want to understand what makes humans different from other living things and to make the most of our abilities both as … Continue reading →

Posted inEducation, Philosophy, Science, Teaching and learning|Taggedco-operation, collaboration, Critical thinking, Cultural heritage, Democracy, Education, empathy, evolution, Lev Vygotsky, Michael Tomasello, shared intentionality, Social cohesion, thinking|

Accessing the IB diploma

Posted onFebruary 12, 2016byEddie Playfair

The International Baccalaureate (IB) Diploma is a well-established internationally recognised qualification which provides students with an excellent grounding across a broad and balanced curriculum. It is based on a core; theory of knowledge, creativity, activity, service and an extended essay … Continue reading →

Posted inEducation|Taggedcitizenship education, collaboration, Critical thinking, curriculum, Education, global citizenship, IB Diploma, International Baccalaureate, liberal education, London, partnership, Post-16 funding, Tony Blair|

More sixth formers doing research projects.

Posted onFebruary 3, 2016byEddie Playfair

The continuing growth of Extended Project Qualification (EPQ) entries in England’s sixth forms is a sign that student research is increasingly valued. However, still only 9% of advanced level sixth formers have the opportunity to achieve it and many are … Continue reading →

Posted inEducation, NewVIc|TaggedCritical thinking, curriculum, Education, England, extended project, London, National baccalaureate, Newham Sixth Form College, NewVIc, research, Sixth form, Sixth form college, Tech Bacc, Universities|

‘Not for Profit’ by Martha Nussbaum

Posted onJuly 31, 2015byEddie Playfair

In Not for Profit (2010), the U.S. philosopher and academic Martha Nussbaum argues that we are in the midst of a global crisis in education. Why? Because we are too willing to neglect the skills we need to keep democracy … Continue reading →

Posted inEducation, Reviews|Taggedarts education, citizenship education, Critical thinking, curriculum, Democracy, Education, Equality, John Dewey, liberal education, Martha Nussbaum, Rabindranath Tagore, Solidarity, Universities|


AS & A-Level

What is Critical Thinking?

Critical Thinking is a relatively new subject. It teaches students how to assess arguments and evidence by identifying their strengths and weaknesses, how to identify and describe a number of common flaws in arguments and how to construct logically structured arguments of their own. Another feature of the AS course is learning how to assess the credibility of witnesses by looking at conflicting accounts of the same incident and applying a number of criteria to establish who is most likely to be telling the truth, a useful skill for lawyers, journalists and members of the public deciding which politician to believe or advertiser to trust, if any!

Universities view Critical Thinking skills as valuable and some university entrance qualifications such as BMAT and UKCAT for medicine and LNAT for law include an element of critical thinking, so students who have studied AS Level at school are likely to find the tests less daunting.

Some universities value it so highly that they make offers dependent on passing it. Having an extra AS creates a good impression and extra UCAS points can improve your chances. Perhaps most important, the skills you learn will improve the quality of thinking you apply to all your studies and to aspects of your everyday life such as decision making and media interpretation.

Details of AS Level Critical Thinking

AS Level Code H052

2 written examinations:

Unit F501: Introduction to Critical Thinking: 1 hour 30 minutes, worth 50% of AS. The first section asks you to analyse an argument and identify basic flaws and strengths in the evidence. The second asks you to assess how truthful claims made in a passage are likely to be.

Unit F502: Assessing and Developing Argument: 1 hour 30 minutes, multiple choice questions followed by short questions on analysis and evaluation of the arguments in a passage and then asking you to write well structured and convincing arguments of your own, worth 50% of AS.

Because it is fairly skills-based without a great deal of factual content to learn, Critical Thinking receives less teaching time than other AS levels, one hour per week, and shorter homework tasks are set in view of Year 12 students’ other commitments.

 A Little More about Critical Thinking

Critical Thinking is similar to an intelligence test in which skills and practice are needed, while the amount of factual knowledge to be covered and memorised is less than for most other subjects, so revision is not burdensome. Some special terms for faults in reasoning need to be learnt, names of the components of the argument.

Critical Thinking is not easy. It requires deep thought and concentration, and is valued by universities because it trains the mind to look critically at evidence. Most students enjoy the subject, as the passages studied relate to current controversial arguments, there is plenty of discussion, and the long term benefits of learning to think clearly soon become self evident.

Further information about the course and types of examination questions is to be found on the OCR website, and feel free to come and discuss the course with Mrs Lee-Johnson.

Comments by Students of Critical Thinking at Kendrick

 About AS level

I would definitely recommend taking it as it develops assessment skills needed for other subjects- particularly essay subjects (Charlotte)

It is good especially for humanities because it gives you a lot of skills you can apply to sources and texts (Sally).

Do it as it is only one lesson a week but gives you valuable skills and an extra qualification! (Joanna)

Comments about Critical Thinking in General

It has helped me refine my way of thinking, tackle interesting and topical issues and prepare for entrance exams, e.g. BMAT (Sinead)

Over the course Critical Thinking exposes you to current affairs in an analytical approach I would not always adopt. The logical dissection of argument is extremely relevant to Law- which I intend to practise- so provides a useful foundation (Charlotte)

It helps you analyse scientific publications and papers and see the way the author tries to influence you. It is also good for maintaining the ability to write in proper sentences and paragraphs, which it can be easy to lose when only doing science subjects.   (Katherine)

I can analyse poor reasoning now which is useful when following politics. (Megan)

It has helped me to recognise flaws more easily in the media so that I can argue against certain views more effectively. The ethical views I have learnt may help my future as a doctor (Natalie)

I really enjoyed the course and found the skills I learnt valuable. It really improved my knowledge of current affairs and helped me to understand human behaviour. Developed logic skills important in all three sciences (Helen)

It helps with thinking laterally (Hetty).

Not much content to learn compared with the rest (of subjects) (Chloe)

University attitudes to Critical Thinking

BMAT and UKCAT tests- critical thinking very helpful for quick recognition of flaws in arguments. Ethical theories helped broaden my answers to ethical questions in interview (Natalie, Medicine)

Critical thinking came up in my interview at Bristol- medical ethics (Helen)

As a result of the intense timed conditions of the LNAT test (for Law) I found myself under a great deal of pressure. However having learnt how to construct a cogent argument through CT, I found I was able to complete the test within the time limit (Isabel)

Nearly all the universities I applied to recommended it as a helpful source of preparation for studying Law. Cambridge in particular highlighted similar skills needed for their entrance Law test. (Charlotte)


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