UNIVERSITY FOUNDATION PROGRAMME IN LAW & SOCIAL …

UNIVERSITY FOUNDATION PROGRAMMEIN LAW & SOCIAL SCIENCES

INTRODUCTION

COURSE OUTLINE

This course is intended for students wishing to progress onto degree courses in a range of social science subjects including Law, Politics, International Relations, Economics and related subjects. There is a strong emphasis on developing the learning skills required for studies at higher education level in the UK. Teaching of the three depth modules – Politics, Law, and Economics – encourages students to evaluate and analyse information, construct balanced arguments, and to apply theories and concepts to current political, legal and economic issues. As an integral part of the programme, students are given comprehensive knowledge of UK universities and of different aspects of living and studying in the UK. Students are also assisted in the application process through UCAS and made aware of UKVI regulations with regard to visas. Class sizes are small with a maximum of 15 students per group so that teachers can more easily differentiate and give individual assistance to each student.

Module % of overall grade Tuition hours per week

Study Skills

Statistics for Business

Communication Skills

Themes in Social Science

Academic English

Term 2 & 3Law

Government & Politics

Economics

Academic English

5%

10%

5%

5%

-

25%

25%

25%

-

5 hours

5 hours

3 hours

4 hours

6 hours

5 hours

5 hours

5 hours

6 hours

PROGRAMME OBJECTIVES

GRADING GUIDE

ENTRY REQUIREMENTS

1

1

1

2

2

2

3

3

3

4

4

5

6

To prepare students for undergraduate degree programmes in Law, Politics, Economics, and other Social Science subject areas. To introduce students to legal, political and economic rules, theories, concepts and processes. To help students develop an analytical approach to their studies, and to be able to apply information effectively to contemporary issues. To improve generic study skills such as essay construction, research methods, knowledge of presentational software, and rules of plagiarism. To improve English language skills both in terms of written and oral communications.To provide students with detailed information concerning UK universities and career opportunities. To advise them on all aspects of UK university application processes.

To proceed to the second term, students must achieve an overall percentage of at least 50% in Term One module assessments. Students must pass all second and third term assessments in order to be awarded a certificate of successful completion. Students are permitted to retake all exams once. The maximum that they can score in a re-take is capped at 50%.

All students must have an English language level equivalent to 5.0 IELTS with minimum of 5.0 in reading and writing. For students who have not achieved this, pre-sessional English language tuition is available. Interview, usually through Skype. Suitable reference.All students must have completed Senior High School. Academic entry requirements vary from one country to another;

A 70 – 100%

B 60 – 69%

C 50 – 59%

Fail 0 – 49%

Notes on Assessment

Bahrain Tawjahiya (leaving cert) Average grade of 70% (passes in 5 subjects)

Bangladesh High school certificate Average grade of 70% (passes in 5 subjects)

Brazil Certificado de Ensina Medio Average grade of 60%Cameroon Cameroon Baccalaureat Overall grade of 13/20China High school certificate Average grade of 65%Ghana WASSCE Four subjects A – CIndia High school cert (10+2) Average grade of 55%Indonesia SMU3 Average grade of 60%Iran High school diploma Overall grade of 13/20Jordan Tawjihi Average grade of 70%Kazakhstan Attestat Average grade of 3Kuwait General Sec School Cert Overall grade of 70%Libya Sec. education cert Average grade of 70%Malaysia SPM/STPM Passes at A gradeMexico Bachillerato Average grade of 80%Nepal School leaving certificate Average grade of 80%Nigeria WASSCE Four subjects A – CQatar Thanawaya Aam Qatari Average grade of 70%Russia Attestat Average grade of 3.0Saudi Arabia Tawjihi Average grade of 70%South Korea High school graduation Average grade of 70%Sri Lanka Sri Lankan A levels B grades in 3 subjectsTaiwan Senior high school diploma Overall grade of 65%Thailand Mathayam Suksa Average grade of 4Turkey High school diploma Average grade of 5UAE Tawjihi Average grade of 70%Vietnam Upper sec school diploma Average grade of 65%

DELIVERY OF THE PROGRAMMEGreat emphasis is placed on the need to ensure that all students are prepared for the style of teaching and learning at UK universities. Many students are more accustomed to methods focused on recall of information, and SCL recognises the need for students to adapt and become more secure in evaluating and applying theories and concepts.

There is a strong emphasis on informal assessments throughout the programme. At the start of each module, students undergo an assessment to identify individual strengths and weaknesses. Termly reports are given to students and parents after the first and second terms.

ASSESSMENTS

ACADEMIC PROGRESSION AND EMPLOYABILITY

In order to ensure that all assessments are carried out in a correct manner, the following processes are in place: • All formal assessments, whether exams or coursework are set and assessed by SCL.• All pieces of formal coursework are submitted electronically.• Turnitin is used to ensure against plagiarism for all formally assessed coursework.• Exam room regulations adhere to JGF regulations.

The primary objective of most students is to progress onto social science-related degree programmes at UK universities. Therefore, a strong emphasis is placed on detailed information on UK universities and their social science-related courses. Students receive individual help in the application process through UCAS and are given guidance on personal statements. Several trips to universities are arranged each year as well as inviting representatives of universities to come and speak to our students. A key element of the course is to develop attributes, skills and knowledge to enhance student opportunities of securing rewarding and fulfilling jobs once they have graduated from university. The course develops many transferable and practical skills including: • the ability to evaluate and apply knowledge and concepts; • developing logical and balanced arguments; • performing well in interviews; • communicating in professional contexts; • making effective presentations; • improving Excel skills; • writing a professional CV; In addition, there is a full programme of talks from representatives of companies in different fields of social sciences.

EQUALITY AND DIVERSITY

STATISTICS FOR BUSINESS

SCL is committed to providing equality, opportunity, and anti-discriminatory practice for all students. In particular, we aim to: • Provide a secure environment in which all our students can flourish and in which all

contributions are valid. • Provide positive non-stereotyping information about different ethnic groups and people with

disabilities. • Make inclusion a thread which runs through all our activities in the delivery of the programme. • Create an ethos in which students and staff feel valued and secure. • Build self-esteem and confidence in our students, so that they can then use these qualities to

influence their own relationships with others. • Remove or minimize barriers to learning, so that all students can achieve. • Ensure that our teaching considers the learning needs of all students through our schemes of

work and lesson planning. • Make clear to our students what constitutes aggressive, discriminatory, and racist behaviour. • Identify clear procedures for dealing quickly with incidents of discriminatory and behaviour.• Make students and staff confident to challenge discriminatory, racist, and aggressive behaviour. • Promote equality of opportunity between disabled people and non-disabled people.

First Term

5 hours per week

10% of overall grade

Introduction and AimsThis module introduces a range of techniques for understanding and analysing data essential in the decision-making process. There is a strong emphasis on understanding how different techniques can be applied to practical situations. The module is taken in the first term of the programme.

Course Content • Probability• Binomial distribution• Normal distribution• Estimation• Correlation and regression

• Sampling• Probability distributions• Time series analysis• Hypothesis testing

Objectives • Develop an understanding of statistics and

statistical processes.• Develop the ability to construct a logical

statistical argument and recognize incorrect statistical reasoning.

• Apply statistical concepts and theories in a range of contexts.

• Recognise how a situation may be represented statistically and understand the relationship between practical problems and statistical models.

Lesson plan - Term 1 (Week 1-11)

Week Lesson Topic

1 Initial assessment of students followed by introduction to programme

2 Probability3 Binomial Distribution4 Normal Distribution5 Estimation

Week Lesson Topic6 Correlation and Regression, Sampling7 Probability Distribution8 Time Series Analysis9 Hypothesis Testing

10 Revision and Mock Testing11 Exam Week

Teaching and Resource StrategiesThe following resources are used during this course:

Assessment100% examination at end of first term – 3 hours (AO1, 2, 3)

Assessment ObjectivesAO1 Recall and relevant selection of statistical facts, concepts and methods.

AO2 Application of facts, concepts and methods in a logical fashion to solve practical problems.

AO3 Accurate use of calculators, formulae and statistical tables.

Author Title PublisherG. Upton & I. Cook Advanced Maths for AQA: S1 OUP 2004G. Upton & I. Cook Advanced Maths for AQA: S2 OUP 2005

Performance Description

Grade A

Students recall or recognise almost all the statistical facts, concepts and techniques that are needed, and select appropriate ones to use in a wide variety of contexts. Students use graphs, sketches, and diagrams, all with high accuracy and skill. They correctly refer results from calculations using the model to the original situation; they give sensible interpretations of their results in the context of the original realistic situation. They correctly refer the results of calculations back to the given context and make sensible comments or predictions. Candidates make appropriate and efficient use of contemporary calculator technology and other permitted resources.

Grade B

Candidates recall or recognise most of the statistical facts, concepts and techniques that are needed, and usually select appropriate ones to use in a variety of contexts. Candidates use graphs, sketches, and diagrams, all with a reasonable level of accuracy and skill. They often correctly refer results from calculations using the model to the original situation; they sometimes give sensible interpretations of their results in the context of the original realistic situation. Candidates usually make appropriate and effective use of contemporary calculator technology and other permitted resources. They usually present results to an appropriate degree of accuracy.

Grade C

Candidates recall or recognise some of the statistical facts, concepts and techniques that are needed, and can select appropriate ones to use in a variety of contexts. Candidates use graphs, sketches, and diagrams, mostly with a reasonable level of accuracy and skill. They correctly refer results from calculations using the model to the original situation; they sometimes give sensible interpretations of their results in the context of the original realistic situation. Candidates can make appropriate and effective use of contemporary calculator technology and other permitted resources; they usually present results to an appropriate degree of accuracy.

COMMUNICATION SKILLSFirst Term

3 hours per week

5% of overall grade

Introduction and AimsThis module is taken in the first term of the programme. It focuses on verbal and IT related communication in a variety of contexts, aiming to introduce new skills and instil confidence in the communication process.

Course Content • Verbal communication in different

contexts such as meetings, interviews, and presentations.

• Creating effective spreadsheets.• Web development.• Presentation software.• Understanding the concepts of face to face

communication, including the importance of language, gestures, body language and cultural differences when communicating.

• Recognising the purpose of interviews. Planning an interview. Different types of interviews.

Objectives• Improve verbal communication skills in a

variety of contexts• Increase awareness of the different skills

required in different situations•

• Producing a range of letters; produce a fax; produce a memo; produce a report.

• Appreciating telephone tactics and techniques; speak with confidence on the telephone and understand telephone messages clearly.

• Preparing and delivering a speech or presentation with clarity and confidence, using visual aids.

• Considering the purpose and different types of meetings. Preparing for a meeting, including the agenda. Understanding the terminology of meetings, motions and resolutions

• Develop skills in making an effective presentation.

• Make effective use of word processing, spreadsheet, and presentation software.

• Understand the means by which data can be summarised and presented.


Week Lesson Topic

1 Introduction to course. Methods of Communication

2 Non-verbal communication Importance of body language

3 How to perform effectively in an interview

4 Effective communication in meetings5 How to make an effective presentation

Week Lesson Topic6 Presentations

7 Use of excel in creation of spreadsheets

8 Designing web pages. Web development and web technologies

9 Presentation software10 Completion of spreadsheet coursework11 Exam Week

Teaching and Resource StrategiesEssential Reading:

Author Title PublisherBPP Study Text Managing Communications

and Achieving ResultsBPP Learning Media 2013

Grade A

Students make an appropriate choice of subject and show evidence of using a wide variety of appropriate resources in researching their topic. They structure the presentation in a logical and organised fashion and deliver it in a clear and confident fashion. The student uses presentational software, which is well designed, attractive, and appropriate to the presentation. Students answer questions showing evidence of a thorough mastery of their subject.

Grade B

Students make an appropriate choice of subject and show evidence of using a variety of appropriate resources in researching their topic. They structure the presentation in a logical and organised fashion and deliver it in a coherent and articulate fashion. The student uses presentational software, which is well designed, and appropriate to the presentation. Students answer questions showing evidence of a reasonable mastery of their subject.

Grade C

Students make an appropriate choice of subject and show evidence of using resources which are appropriate in researching their topic. They structure the presentation in a fashion which shows some organisation and clarity although at an inconsistent level and deliver it in an understandable fashion. The student uses presentational software, which is adequately designed, and appropriate to the presentation. Students answer questions showing evidence of an inconsistent level of knowledge of the topic.


Recommended Reading:

Author Title PublisherC. Lehman & D. DuFrene Business Communication

(seventeenth edition)Cengage Learning 2011

J. J. Parsons et al New Perspectives on Microsoft Excel 2013

Delmar Cengage Learning 2013

AssessmentPresentation of agreed topic 60% of overall mark (AO1, 2 & 3)

Creation of a spreadsheet using Excel 40% of overall mark (AO4 & 5)

Assessment ObjectivesAO1 Evidence of appropriate research in preparing presentation

AO2 Clarity and organisation of presentation AO3 Clear and effective delivery of presentation AO4 Effective use of software in delivery of presentation AO5 Evidence of understanding in how to create an Excel spreadsheet

Course Content• Introduction to different social sciences

including business, politics, law, and economics

• Business & Society: corporate social responsibility

Objectives• Develop a basic understanding of different

fields of social science.• Develop research skills and an ability to

evaluate information.• Improve ability to debate issues.

• Theories and practice of democracy• Political ideologies• Crime & Punishment• Role of the media• Cultural differences

• Be able to construct effective and structured arguments and make considered judgements.

• Be aware that in many social science issues, there are a wide range of valid opinions.


Week Lesson Topic

1 Introduction to business and economics

2 Introduction to politics and law

3 Business & Society: Corporate Social Responsibility

4 Democracy5 Political ideologies

Week Lesson Topic6 Crime and Punishment7 Role of Media8 Presentations9 Cultural differences

10 Revision week11 Exam Week

THEMES IN SOCIAL SCIENCEFirst Term

4 hours per week

5% of overall grade

Introduction and AimsThis module introduces different subject areas within social science and provides a basis for the depth modules in Terms 2 and 3. It is primarily a skills-based module using appropriate topics to develop student ability to research, debate, and make considered judgements, putting into practice skills learnt in the Study Skills module.

Grade A

Candidate demonstrates secure knowledge of topics discussed and is able to construct effective and well organised arguments making effective use of evidence to illustrate them. Candidate reaches confident and well considered judgements. Candidate uses good range of appropriate terminology in spoken and written assessments making only a small number of grammatical and spelling mistakes. Candidate prepares well for teaching sessions and makes well informed and relevant contributions to these sessions.

Grade B

Candidate demonstrates secure knowledge of topics discussed and is often able to construct effective and well-structured arguments sometimes making effective use of evidence to illustrate argument. Candidate reaches logical and valid judgements. Candidate uses satisfactory range of appropriate terminology in spoken and written assessments making some grammatical and spelling mistakes. Candidate prepares for teaching sessions and makes valid contributions to these sessions although on an inconsistent basis.

Grade C

Candidate shows a satisfactory knowledge of topics discussed and sometimes shows an ability to construct effective and well-structured arguments. Candidate uses a range of terminology in spoken and written assignments but with frequent mistakes in the quality of English. Candidate prepares for teaching sessions on an inconsistent level and makes some contributions to these sessions.


Teaching and Resource StrategiesThis module has no specific textbook. A wide range of different resources are used as a basis for class discussions and activities.

AssessmentExamination 40%Presentation 20%Essay 20%Contribution to class discussions 20%

Assessment ObjectivesAO1 Knowledge of theories and principles discussed during term

AO2 Ability to construct well developed arguments with appropriate evidence and illustrations, and to make considered judgements AO3 Use of appropriate terminology and quality of English AO4 Positive contribution to class discussions and debate

STUDY SKILLS First Term

5 hours per week

5% of overall grade

Introduction and AimsThe Study Skills module helps students to prepare for undergraduate studies in the UK. It addresses the challenges of taking a course in a second language and adapting to a very different style of teaching and assessment. It also gives guidance to students on writing personal statements for university applications.

Course Content • Effective note taking in lectures.• Paraphrasing and summarising sources.• Data response questions.• Rules on plagiarism.• Evaluating and applying information.

• Structuring essays.• Research skills; locating relevant and

appropriate sources.• Harvard referencing system.• Writing an effective personal statement.

Objectives• Appreciate how to use sources effectively

and how to avoid plagiarism.• Develop an ability to select and apply

information in a logical and appropriate fashion.

• Structure written answers in a coherent way, developing arguments and reaching balanced conclusions.

• Be able to take effective and useable notes from a lecture.

• Be able to carry out a research project using a range of sources, and showing an understanding of the Harvard referencing system, and compiling a bibliography in the correct format.

• Complete a well-structured personal statement.


Week Lesson Topic

1 Guidance on Writing Personal Statements for University Applications

2 Note Taking Skills for Lectures3 Answering Data Response Questions4 Evaluation and Application of Sources5 Structuring of extended pieces of work.

6 Research Skills: Accessing Different Types of Sources

Week Lesson Topic

7 Harvard Referencing System; Bibliographies

8 Choosing Topics for Assessment Project, Submission of Proposals

9 Mentoring on Assessment Project10 Completion of Assessment Projects11 Exam Week


Author Title PublisherS. Drew & R. Bingham The Student Skills Guide

(second edition)Gower 2011

S. Cottrell The Study Skills Handbook (fourth edition)

Palgrave 2013

AssessmentWritten project of approximately 1,500 words on a business-related topic negotiated with the tutor (AO1, 2, 3, 4, 5).

Assessment ObjectivesAO1 Effective use of a range of appropriate sources

AO2 Effective paraphrasing and summarising of sources AO3 Ability to evaluate and apply information AO4 Ability to structure written work

AO5 Correct use of Harvard referencing system and compilation of bibliography

Grade A

Students use a wide and varied range of appropriate sources and select appropriate information and arguments from these sources which is paraphrased or summarised in a coherent fashion, avoiding plagiarism. They structure their project effectively with a suitable introduction and well-balanced conclusion. References are made in the correct fashion with only a small number of errors and a bibliography is created in the correct format, again with only a small number of errors.

Grade B

Students use a variety appropriate sources and select some appropriate information and arguments from these sources which is paraphrased or summarised in a mostly coherent fashion, avoiding plagiarism. They structure their project effectively with a suitable introduction and conclusion. References are made in the correct fashion with some errors and a bibliography is created in the correct format, again with some errors.

Grade C

Students use more than two sources and select some appropriate information and arguments from these sources which is paraphrased or summarised in a basic fashion, avoiding plagiarism. They structure their project adequately but with a poor introduction and conclusion.References are made in the correct fashion with frequent errors and a bibliography is created in the correct format, again with frequent errors.


ACADEMIC ENGLISHAll three terms

6 hours per week

Not internally assessed

This is a non-assessed but essential module to raise all English language skills and help prepare students for their IELTS tests. Lessons focus on the four language areas of reading, writing, listening, and speaking and all disciplines are combined in each lesson. They also give an insight into the nature of the IELTS test in terms of exam technique and time management.

ResourcesTeachers use a range of written and audio-visual material to supplement the main textbooks: • Achieve IELTS • IELTS Express • Focus on IELTS • IELTS Foundation

Practice tests are set at least once a month to measure progress.

LAWSecond and Third Term

5 hours per week


Introduction and AimsThe module introduces students to the English legal system and processes and develops skills in applying legal rules and principles to specific cases. The second term gives students a firm foundation in law making and interpretation, court systems, negligence, and contract law. In the third term, students develop a more detailed understanding of criminal law and explore issues of morality, justice, and judicial creativity. There is a strong emphasis on evaluating information and knowledge, and developing the ability to construct logical, coherent, and balanced arguments.

Course Content • Introduction to law• Law making and the legal system• Delegated legislation• Statutory interpretation• Doctrine of Judicial Precedent• Civil & criminal courts• Juries

Objectives• Understand the framework of the English

legal system• Develop an understanding of how laws are

made and interpreted, and the relationship between the legislature and judiciary

• Understand the concept of legal precedence• Understand the court systems and the

concept of trial by jury• Develop an understanding of negligence• Understand the basic principles of contract

law

• Law of Contract• Introduction to criminal law• Offences against property and person• Negligence• Law and morality• Concepts of justice• Judicial creativity

• Understand the different aspects of criminal law

• Appreciate the relationship between law and morality

• Develop an awareness of the concept of justice and of judicial creativity

• Develop an ability to identify relevant facts and principles and apply them appropriately to specific cases

• Develop an ability to construct balanced and coherent arguments


Week Lesson Topic

1Introduction to Law: Course overview; civil and criminal law; court systems; human rights; EU law.

2

Law Making & the Legal System: Parliament; EU law; role of public opinion and pressure groups; pre-legislative process; advantages/disadvantages of law-making in Parliament.

3

Delegated Legislation: Types of delegated legislation; control of delegated legislation; advantages/disadvantages

4

Statutory Interpretation The need for statutory interpretation; literal vs purposive approach; literal, golden, and mischief rules; effect of Human Rights Act.

5

Doctrine of Judicial Precedent: Doctrine; hierarchy of courts; Supreme Court; Court of Appeal; advantages/disadvantages of precedent.

Week Lesson Topic

6

Civil and Criminal Courts: County and High Courts; appeal routes; advantages/ problems of using courts; mediation and arbitration; classification of criminal offences; magistrate and crown courts.

7

Juries: History of jury system; modern day use of jury; jury qualifications; selecting a jury; juries’ role in criminal and civil cases; advantages/disadvantages of system.

8

Tort of Negligence: Duty of care; breach of duty; damage; starting a court case; burden and standard of proof

9

Contract Law: Offer; acceptance; consideration; breach of contract; compensatory damages; starting a court case; burden and standard of proof.

10 Revision sessions11 Exam Week

Lesson plan - Term 3 (Week 1 – 11)

Week Lesson Topic

1

Introduction to Criminal Law: Actus reus; mens rea; strict liabilityOffences Against the Person: Common assault; assault occasioning actual bodily harm; wounding and grievous bodily harm

2

Offences Against the Person continued:Murder; voluntary and involuntary manslaughter; defences; sentencing; factors in sentencing

3 Offences Against Property: Theft; robbery; burglary; blackmail

4 Offences Against Property continued: Fraud; criminal damage; defence

5 Presentations on Criminal Law

Week Lesson Topic

6

Law & Morals: Distinction between law and morals; relationship between law and morals; legal enforcement of morals

7Law and Justice: Meaning of justice; theories of justice; extent to which legal rules achieve justice

8

Judicial Creativity: Precedent and judicial creativity; statutory interpretation; balancing Parlt and the judiciary

9 Revision week and catch up10 Revision week11 Exam Week


Other Resources:• Contemporary newspaper articles• BBC website• Other primary source material

Author Title PublisherJ. Martin AQA Law for A/S (sixth edition) Hodder Education 2015S. Martin & D. Lancer AQA Law for A/S (fifth edition) Hodder Education 2014

AssessmentTerm Two Examination (35% of overall mark) Essay (15% of overall mark) Term Three Examination (35% of overall mark) Presentation on a legal case (15% of overall mark)

Assessment ObjectivesAO1 Knowledge and understanding of legal rules and principles

AO2 Ability to apply legal rules and principles to specific cases AO3 Ability to develop logical and balanced arguments using appropriate examples and terminology

AO1 AO2 AO3Term Two 60% 30% 10%Term Three 40% 50% 10%

Grade A

Students show detailed knowledge and understanding of legal rules and principles and are able to apply them appropriately. They demonstrate a clear ability to evaluate and analyse rules and principles. They can successfully develop a coherent and balanced argument using appropriate examples and terminology

Grade B

Students show a sound knowledge of legal rules and principles and are usually able to apply them appropriately. They demonstrate an ability to evaluate and apply rules and principles although not on a consistent basis. They show some ability to develop coherent and balanced arguments usually using appropriate examples and terminology.

Grade C

Students show a limited knowledge of legal rules and principles and apply them with some relevance to the question. They demonstrate some limited ability to evaluate and apply rules and principles on a very inconsistent level. They present a basic argument in response to questions with some use of examples and usually appropriate terminology.


GOVERNMENT AND POLITICSSecond and Third Term

5 hours per week


Introduction and AimsThe first part of this module introduces students to political systems and processes in the UK. It looks at the relationship between the legislature and executive and encourages an evaluation of where power lies within the UK system. It also examines representative processes and institutions and questions the strengths and weaknesses of democracy in the UK. There is a strong emphasis on applying knowledge to contemporary politics such as the General Election in 2015.

The second part focuses on political institutions and processes in the USA and again challenges students to evaluate and analyse how successfully power is dispersed within the political system. Students develop skills in comparing the systems in the UK and USA and reaching judgements on the similarities and differences between them.

Course Content Term 1: UK Government & Politics • UK Constitution • Executive • Legislature • Political parties and pressure groups • Elections

Objectives• Develop an understanding of different

political institutions in the UK and USA and the relationship between them.

• Appreciate the changing nature of politics and the fluctuating balance of power both within and between political institutions.

• Be able to apply knowledge of institutions in order to analyse current political events and debates.

• Understand the similarities and differences between political systems in the UK and USA.

Term 2: USA Government & Politics • US Constitution • Executive • Legislature • Parties and pressure groups • Elections • Comparatives between the two systems

• Appreciate that individuals have both rights and responsibilities.

• Develop abilities to construct coherent and balanced arguments using appropriate examples and terminology.

• Be able to identify the ideologies and policies of the main political parties in the UK and USA.

• Develop an understanding of the role, strategies and effectiveness of pressure groups in the UK and USA.


Week Lesson Topic

1

Introduction to UK Politics, UK Constitution: codified and uncodified constitutions; sources of the constitution; principles; strengths and weaknesses of an uncodified constitution; recent constitutional reforms

2UK Executive: prime ministerial powers; cabinet; core executive; civil service

3Parliament: parliamentary government; structure and functions of parliament; reform of commons

4Political Parties: functions of political parties; ideologies of major parties; organisation; funding

Week Lesson Topic

5

Pressure Groups: functions; typologies; methods; factors affecting their success; pressure groups and democracy

6

Elections: functions of elections; different elections in the UK; electoral systems; advantages and disadvantages of FPTP system; voting behaviour; media; turnout

7

2015 General Election: state of parties prior to election; policies of different parties; campaign; media and opinion polls; analysis of result

8 Student presentations on 2015 General Election

9 Review of term10 Revision sessions11 Exam Week


Week Lesson Topic

1Introduction to US Politics, USA Constitution: separation of powers; checks and balances; federalism

2Presidency: powers of the president; executive office; vice president; foreign policy; theories of presidential power

3

Congress: structure and membership; powers, relative importance of House and Senate; legislative process; oversight of the executive

4

Parties: major parties and ideology; structure of the two main parties; two party system; theories of party decline; Tea Party

Week Lesson Topic

5

Pressure Groups: types and functions of pressure groups; impact of pressure groups on issues; impact on government; regulation of government; arguments for and against pressure groups

6

Elections: invisible primaries; primaries and caucuses; choosing vice-presidential candidates; financing of campaigns

7 Comparison of Constitution, executive, and legislatures

8 Comparison of Parties, Pressure Groups, and Elections

9 Presentations on Comparatives10 Revision of Term 311 Exam Week

Teaching and Resource StrategiesMain textbooks:

Other Resources:• Politics Review• Economist• Newspaper articles

Author Title PublisherP. Fairclough & P. Lynch AS UK Government & Politics

(fourth edition)Phillip Allan 2013

A.J. Bennett AS US Government & Politics (fourth edition)

Phillip Allan 2013

AssessmentTerm Two Essay on executive (10% of overall mark) Presentation on General Election 2015 (10% of overall mark) Examination (30% of overall mark)Term Three Essay on presidential power (10% of overall mark) Presentation on comparative question (10% of overall mark) Examination (30% of overall mark)

Grade A

Candidate demonstrates a secure knowledge and understanding of institutions, processes and concepts. Candidate demonstrates an ability to evaluate and apply information effectively and consistently. In Term 3 assessments, the candidate effectively compares political institutions in the UK and USA in a coherent fashion, making use of relevant examples. Candidate presents consistently coherent and well-structured arguments using relevant examples and showing a secure knowledge of political terminology.

Grade B

Candidate demonstrates a secure knowledge and understanding of institutions, processes and concepts. Candidate demonstrates an ability to evaluate and apply information which is usually effective. In Term 3 assessments, the candidate shows an ability to compare UK and institutions although does not always structure answers effectively or use appropriate examples. Candidate presents coherent and sometimes well-structured arguments usually using relevant examples and showing a secure knowledge of political terminology.

Grade C

Candidate demonstrates a limited knowledge and understanding of institutions, processes and concepts. Candidate shows an ability to evaluate and apply information although on a very inconsistent basis. In Term 3 assessments, while the candidate can make basic comparisons between UK and US institutions, he/she cannot structure comparisons in a coherent or structured fashion. Candidate develops arguments with some use of relevant examples and appropriate terminology but with limited coherence and structure.


Assessment ObjectivesAO1 Knowledge and understanding of institutions, processes and concepts.

AO2 Ability to evaluate and apply information and concepts in analysing contemporary politics. AO3 Ability to effectively compare and contrast political institutions and processes in the UK and USA AO4 Ability to construct and communicate coherent arguments making use of relevant examples and appropriate terminology

AO1 AO2 AO3 AO4Term Two 50% 40% 0% 10%Term Three 30% 40% 20% 10%

ECONOMICSSecond and Third Term

5 hours per week


Introduction and AimsThis course combines a study of micro and macro content in exploring a range of economic issues drawn from national and international contexts. It promotes an understanding of economic concepts and theories through a critical consideration of current economic issues, problems and institutions that affect everyday life. Although prior study of economic theories is useful, no prior knowledge is necessary. The course is valuable in a general understanding of the world around us and offers essential background knowledge and understanding to students wishing to progress to degrees in Economics as well as other Social Science related undergraduate courses.

Course ContentMicroeconomic Theories and Practice • Supply and demand• Price elasticity• Producer’s theory• Market structures• Government policies and other externalities

Objectives• Develop an understanding of economic

concepts and theories through a critical consideration of current economic issues, problems and institutions that affect everyday life.

• Apply economic concepts and theories in a range of contexts and appreciate their value and limitations in explaining real-world phenomena.

• Analyse economic problems and issues.

Macroeconomic Theories and Practice• Aggregate demand and supply• National income and fiscal policy• Financial systems and monetary policy• Unemployment and inflation• International trade, balance of payments,

and exchange rates

• Demonstrate knowledge and understanding of the specified subject content.

• Apply knowledge and critical understanding to economic problems and issues arising from both familiar and unfamiliar situations.

• Evaluate economic arguments and evidence, make informed judgments.

• Analyse, explain, and evaluate the strengths and weaknesses of the market economy and the role of government within it.



Week Lesson Topic

1 Introduction to Microeconomics: Positive & Normative Statements

2Markets, Demand and Supply: Demand, Supply and Price Determination

3 Markets, Demand and Supply: Consumer Theory

4 Markets in Action: Price Elasticity of Demand; Price Elasticity of Supply

5Producer’s Theory: The Supply Decision; Short Run Costs; Long Run Costs

Week Lesson Topic

1Aggregate Demand and Supply: Macroeconomic Objectives; Circular Flow of Income

2 Aggregate Demand and Supply

3The Determination of National Income and Fiscal Policy: National Income; Equilibrium; The Multiplier

4

The Determination of National Income and Fiscal Policy; Unemployment and Inflation: a Keynesian view Keynesian analysis of the business cycle; the role and effectiveness of Fiscal Policy

5Financial System and Monetary Policy: Functions of Money; The British Financial System

Week Lesson Topic

6 Producer’s Theory: The Supply Decision; Revenue; Profit Maximization

7 Market Structures: Degree of Competition; Perfect Competition

8 Market Structures: Monopolistic Competition; Oligopoly; Monopoly

9 Market Failures and Government Policy: Externalities and Public Goods

10 Revision and Mock Test11 Exam Week

Week Lesson Topic

6

Financial System and Monetary Policy: Demand and Supply of Money; Money Market Equilibrium - Monetary Policy and its effectiveness

7Unemployment and Inflation: The Philips Curve; Monetarist views; New classical views; Keynesian views;

8Unemployment and Inflation: Demand side policy; Supply side policy; Economic Growth and Productivity

9

International Trade, Balance of Payments and Exchange Rates: Free Trade and its gains; Trade Restrictions; Globalisation; Debt and developing countries

10 Revision and Mock Test11 Exam Week

Teaching and Resource StrategiesThe following resources are used during this course:Main Textbooks

Author Title PublisherAlain Anderton A level Economics (fifth edition) Pearson 2008

Other Resources:• Use of DVDs such as Niall Ferguson’s “Ascent of Money”. • Newspaper articles and relevant websites are also employed to keep abreast of current

developments and to put economic theories into practical contextsUseful websites: • The Economist: www.economist.co.uk • The Financial Times, Special Reports: www.ft.com/reports • BBC News; Economics: www.bbc.co.uk/news/business/economy

Each exam has equal weighting.

Assessment

Term Two Written examination on microeconomic topics. 2 hours

Part A: MCQ supported answers 50% Part B: Data response questions 50%

Term Three Written examination on microeconomic topics. 2 hours

Part A: Data response questions 50%Part B: Essay questions 50%

Assessment ObjectivesAO1 Knowledge and understanding of the specified content.

AO2 Ability to apply knowledge and understanding of the specified content to problems and issues arising from both familiar and unfamiliar situations. AO3 Ability to analyse economic problems and issues. AO4 Ability to evaluate economic arguments and evidence, making informed judgements

Grade A

Students demonstrate detailed knowledge of the key terminology and concepts in the syllabus. They show an ability to apply relevant concepts and knowledge to specific situations and are aware of issues arising from these situations. They show confidence in analysing problems and situations and can build logical arguments. They are able to evaluate information appropriately and reach logical conclusions.

Grade B

Students consistently demonstrate secure knowledge of key terminology and concepts in the syllabus. They show an ability to apply relevant concepts and knowledge to specific situations although, on occasions, this application is not secure. They show an ability to analyse problems and situations but sometimes their arguments lack a solid foundation. They are able to evaluate information although not always in an appropriate fashion.

Grade C

Students demonstrate knowledge of key terminology and concepts in the syllabus although not with much consistency. They show a basic ability to apply relevant concepts and knowledge to specific situations although, usually, this application is not secure. They show some ability to analyse problems and situations but usually their arguments lack a solid foundation. They are able to evaluate information only on a basic level.


AO1 AO2 AO3 AO4Term Two 50% 30% 10% 10%Term Three 30% 40% 20% 10%

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