GCE Getting Started



PearsonEdexcel A Level in Religious StudiesScheme of workReligion and Ethics IntroductionThere is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites listed in the Resources columns are simply indications of where texts may be found. It is not compulsory to study these in this format but candidates must be aware of the argument or view of those named in the Specification for each topic area.Texts in bold and referenced in the Anthology ARE compulsory for study.See the Pearson Religious Studies web site for ‘Clarification regarding contributors and seminal figures in AS and A level.’ to use this Scheme of WorkThe first column identifies the week e.g. on page 5 the first column refers to week 1. The second column refers to the Topic number in the Specification, e.g. page 5 the second column refers to 1 which is topic 1 in the Specification. The third column gives details of the Specification concerning ‘what students need to learn’. An example is on p 5 the third column has 1.1 as the heading ‘Environmental Issues’. The fourth column contains Scheme of Work details, including resources and activities. Week 1 in the fourth column shows the meaning of abbreviations and some key text books and websites which will be used in the Scheme of Work.The Anthology is an important resource and whenever this is used it will always be in bold. For example week 6 box 2.2 refers to the first text in the Anthology: Situation Ethics (1) Set Anthology passage1IntroductionsIntroduction to Paper 2: Religion and EthicsAn overview of the topics to be studied, including types ethical theories, applications to practical ethics and the relationship between religion and morality.Abbreviations:Activities (Act)Assessment (A)Extension paths/Extended task (E)Learning Outcomes (LO)Strengths and weaknesses (STR/WK) The Stanford Encyclopedia of Philosophy is useful for many topic areas in moral philosophy: of help is the Internet Encyclopaedia of Philosophy: are also many YouTube and electronic resources available which you may already use with your students. You may wish to use student books for the 2008 A level specification and these examine a range of topics Ethics:Tyler and Reid, Edexcel AS Religious Studies (Pearson, 2008) 9781846903342Tyler and Reid, Edexcel A2 Religious Studies (Pearson, 2009) 9781846904943Gray and Cole, Edexcel Religious Studies for AS (Hodder Education, 2009) 9780340957806 (endorsed).AIM/LO: over a period of a few weeks outline and analyse key themes in ethics.Define key terms, types of theory, build own glossary of ethical terms. (Act)Note key points discussed about the possible relationship between religion and morality. (Act)Test on terminology and concepts. (A)21 Significant concepts in issues or debates in religion and ethics1.1 Environmental issuesa) Concepts of stewardship and conservation from the point of view of at least one religion and at least one secular ethical perspective; animal welfare and protection, sustainability, waste management and climate change. b) Strengths and weaknesses of significant areas of disagreement and debate, assessment of relevant examples, legal changes and social attitudes, appropriateness and value of employing religious perspectives in these debates. With reference to the ideas of J Lovelock and A N?ss.Internet Encyclopaedia of Philosophy are environmental ethics? and analyse key concepts in stewardship and conservationOutline and analyse the strengths and weaknesses of areas of disagreement and debates and the terminology, perspectives and assumptions used within them.AIM/LO: Outline and analyse key themes in environmental issuesDefine key terms and concepts, build own glossary of related terms. (Act)Note key themes of environmental issues. (Act)Test on one or more concepts. (A)AIM/LO: Outline and analyse the strengths and weaknesses of one religious and one secular perspective to environmental issues.Create a table of STR and WK of the religious and secular perspectives, rank order these in group discussion. (Act)Plan/write an essay responding to the question of whether the religious or the secular perspective is more successful. (A)For revision make connections between at least two issues, e.g. animal welfare and sustainability, and compare and contrast the significant areas of disagreement and debate. Later in the course you can identify links with other components of study in order to build portfolio of connections. (E)31. Significant concepts in issues or debates in religion and ethics (continued)1.2 Equality a) Ethical and religious concepts of equality, including the issues of gender or race or disability and the work of one significant figure in campaigns for equality in the chosen area, significant events in the progress of equality in these areas, perspectives on equality from at least one religion and one secular ethical perspectiveb) Strengths and weaknesses of significant areas of disagreement and debate, assessment of relevant examples, legal changes and social attitudes, appropriateness and value of employing religious perspectives into these debates. With reference to the ideas of Martin Luther King and Joni Eareckson Tada. and analyse key concepts equalityOutline and analyse the strengths and weaknesses of areas of disagreement and debates and the terminology, perspectives and assumptions used within them.AIM/LO: Explore the work of one significant figure in the campaign for equality.Presentation on one figure. Class members can choose different figures to present to the class (Act)AIM/LO: Explore the challenges areas of disagreement and debate.Identify and explain key issues by mind-mapping around the challenges raised by areas of disagreement and debate in one area. (Act)AIM/LO: Assess the strengths and weaknesses of the applying religious perspectives to these debates.Debate STR and WK in class with students taking the position of a significant figure in one area of the equality debate. (Act)Essay or essay plan on success or otherwise of the work of one significant figure. (A)On completion, and in revision, draw similarities between this and other issues in applied ethics across the specification and identify links with other components of study in order to build a portfolio of connections. (E)42. A study of three ethical theories2.1 Utilitarianism a) Concepts of utility, pleasure, hedonism and happiness, influences on the emergence of the theory, including social, political and cultural influences, the significant contribution of Bentham and Mill to a recognised theory. Act and Rule Utilitarianism, the development of the theory, including Preference, Negative and Ideal Utilitarianism, the application of the theory in historical and contemporary ethical situations, including political and social reform, the concept of relativism in ethics. b) Strengths and weaknesses of the theory and its developments, appropriateness of its continuing application and use, assessment of relevant examples, change in the law and social attitudes vis a vis the theory, compatibility or otherwise with religious approaches. With reference to the ideas of J Bentham and J S Mill.This topic, including the ideas of Jeremy Bentham and J S Mill is covered well in a number of Ethics textbooks and anthologies. the notions of utility, pleasure, hedonism and happiness.Explore the significant contribution of Bentham and Mill.Explore the development of the theory, including Preference, Negative and Ideal Utilitarianism, the application of the theory in historical and contemporary ethical situations, including political and social reform.Analyse the strengths and weaknesses of the theory and its developments, appropriateness of its continuing application and use. Evaluate the success of this type of ethical theory.AIM/LO: Clarify the approach to moral decision making in this theory Define key terms and add to glossary. (Act) AIM/LO: Explore Bentham’s or Mill’s form of Utilitarianism.Discuss and note key concepts and stages of Bentham’s or Mill’s approach. (Act)AIM/LO: Analyse the challenges posed to the theoryDebate the idea that Utilitarianism is inherently flawed. (Act) AIM/LO: Evaluate the success of UtilitarianismTimed essay response. (A)On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a portfolio of connections. (E)52. A study of three ethical theories (continued)2.2 Situation Ethics (1)(a) The ‘new morality’ of the mid-20th century: social, political and cultural influences on the development of Situation Ethics, concepts of agape and situationalism in ethics, the application of the theory to specific case studies, biblical examples of situationist thinking, such as illustrated in the ministry of Jesus. b) Strengths and weaknesses of the theory and its developments, appropriateness of its continuing application and use, assessment of relevant examples, change in the law and social attitudes vis a vis the theory, compatibility or otherwise with religious approaches.With reference to the ideas of J A T Robinson and J FletcherThis topic, including the ideas of JAT Robinson and J Fletcher, is covered well in a number of Ethics textbooks and anthologies. the significant contribution of Robinson and Fletcher.Explore the development of the theory, the social and cultural influences, biblical examples and specific case studies.Analyse the concepts of agape and situationalism.Analyse the strengths and weaknesses of the theory and its developments, appropriateness of its continuing application and use. Evaluate the success of this type of ethical theory.AIM/LO: Clarify the approach to moral decision making in this theory Define key terms and add to glossary. (Act) AIM/LO: Explore Fletcher’s distinctive approach to Situation Ethics.Discuss and note the central role of agape in Fletcher’s approach to moral decision making.AIM/LO: Analyse the challenges posed to the theoryDebate the idea that Situation Ethics is not sustainable as an approach to moral decision making. (Act) AIM/LO: Evaluate the success of Situation Ethics.Timed essay response. (A)On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a portfolio of connections. (E)62. A study of three ethical theories (continued)2.2 Situation Ethics (1) Set Anthology passageBarclay W – Ethics in a Permissive Society, Chapter 4 Situation Ethics, pp. 69–91 (HarperCollins Distribution Services, 1972) ISBN 9780002152044For A Level study: Read and annotate the Anthology text, discuss and create summary grids of each position and response Mackie offers, identify key themes and issues.72. A study of three ethical theories (continued)2.3 Natural Moral Law a) Concepts of absolutism and legalism in ethics, early development of natural moral law, biblical and classical foundations of the approach, concepts of purpose, telos, primary and secondary precepts, contemporary applications and adaptations, including proportionalism. With reference to the ideas of Aquinas and B HooseThis topic, including the ideas of Aquinas and Hoose, is covered in a number of Ethics textbooks and anthologies. the significant contributions of Aquinas and Hoose.Explore the nature of the theory, including absolutism and legalism, biblical and classical formulations.Analyse the concepts of purpose, telos, primary and secondary precepts. Analyse contemporary applications and adaptations, including proportionalism.Analyse the strengths and weaknesses of the theory and its developments, appropriateness of its continuing application and use. Evaluate the success of this type of ethical theory.AIM/LO: Clarify the approach to moral decision making in this theory Define key concepts and add to glossary (Act) AIM/LO: Explore Aquinas’ understanding of Natural Moral LawDiscuss and note the influences of Aristotle to NML.AIM/LO: Analyse the challenges posed to the theoryDebate the idea that Natural Moral Law is not workable as an approach to moral decision making in the modern world. (Act) AIM/LO: Evaluate the effectiveness of NML.Timed essay response. (A)On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a portfolio of connections. (E)83 Application of ethical theories to issues of importance3.1 War and peace a) The contribution of at least one religion to issues of war and peace, including the teaching of sacred text(s), the Just War Theory, including principles jus ad bellum, jus in bello and jus post bellum, reasons for and influences on the development of the theory, examples of wars, including contemporary conflicts that may be evaluated against the theory, special issues arising from nuclear war. b) Concepts of pacifism, including absolute, relative/selective and nuclear pacifism, the role of pacifist movements and pressure groups. The success of the Just War Theory as a theory and in practice, the practicality of pacifism in its different forms, perceived advantages of war such as technological development, relevance of religious contributions, success of named wars in achieving their goal. With reference to the ideas of Augustine and Aquinas.This topic, including the ideas of Augustine and Aquinas, is covered well in a number of Ethics textbooks and anthologies. No specific passages are required. Explore concepts of war and peace including a sacred text perspective.Analyse the Just War Theory including reasons for the development of the theory and its application in regard to actual and potential conflicts.Analyse concepts of pacifism including movements and groups.Evaluate the strengths and weaknesses of the Just War Theory and approaches to pacifism.AIM/LO: Explore the contribution made by the Just War Theory.Presentation on one form of Just War Theory. Class members can choose different figures to present to the class. (Act)AIM/LO: Explore the success of the Just War TheoryIdentify and explain key issues by mind-mapping around the success or failure of the approach to named wars. (Act)AIM/LO: Assess the strengths and weaknesses of the applying religious perspectives to views about pacifism.Debate STR and WK in class with students taking the respective positions of a pacifist supporter and a critic of pacifism. (Act)Essay or essay plan on the possible advantages of war. (A)On completion, and in revision, draw similarities between this and other issues in applied ethics across the specification and identify links with other components of study in order to build a portfolio of connections. (E)93 Application of ethical theories to issues of importance (continued)3.2 Sexual Ethics a) The contribution of at least one world religion on issues in sexual ethics, including the teaching of sacred text(s) and understanding of the diversity of religious approaches, sexual relationships in and outside of marriage, including pre-marital sex, adultery, promiscuity,s same-sex relationships, including marriage and civil partnership, contraception and childlessness, secular ethical approaches to these issues and social and cultural influences on them. b) The continuing relevance and application of religious teachings and beliefs on sexual ethics, strengths and weaknesses of changing social attitudes, the success or otherwise of contributions from ethical theory in making decisions in matters of sexual ethics. With reference to the ideas of P Vardy and J Dominian.;*Version*=1&*entries*=0 concepts of sexual ethics including a sacred text perspective.Analyse issues of sexual ethics from a diversity of religious approaches and this may include diversity within one world religion.Evaluate continuing relevance and application of religious teachings and beliefs on sexual ethics.Analyse the contribution of ethical theory to issues in sexual ethics.AIM/LO: Outline and analyse key themes in sexual ethicsDefine key terms and concepts, build own glossary of related terms. (Act)Note key themes of sexual ethics. (Act)Students create presentation on one or more issues - flip the classroom so students teach each other.(A)AIM/LO: Outline and analyse the strengths and weaknesses of one religious and one secular perspective to sexual ethicsCreate a table of STR and WK of the religious and secular perspectives, rank order these in group discussion. (Act)Plan/write an essay on whether the religious or the secular perspective is more successful. (A).For revision make connections between at least two issues, e.g. same-sex relationships and adultery, and compare and contrast the significant areas of disagreement and debate. Identify links with other components of study in order to build portfolio of connections. (E)104 Ethicallanguage4.1 Meta-EthicsCognitive and non-cognitive uses of language, realism and anti-realism, language as factual or symbolic, the nature of ethical assertions as absolutist or relative, ethical naturalism, the naturalistic fallacy, the is–ought gap, the problem of the open question, ethical non-naturalism, intuitionism, prescriptivism. b) Emotivism, the influence of the logical positivism on emotivist theories of ethics, ethical language as functional and persuasive. Developments of the emotivist approach and criticism of it. With reference to the ideas of G E Moore and A J Ayer.This topic is very well covered in Ethics textbooks and anthologies. No specific passages are required. In addition, resources can be found here:, A J Language, Truth and Logic, 2nd Edition, New York, Dover, (esp. Chapters 1 and 6)Explore the notions of cognitive and non-cognitive uses of language in its various forms and evaluate the strengths and problems of these types of ethical language.Explore, analyse and evaluate the role of emotivism as a response to the problems of ethical language. AIM/LO: Clarify the different approaches to the role of ethical language.Add definitions of key terms to own glossary bank. (Act)Make notes on Logical Positivism as a context for Emotivism.Create mind-maps detailing cognitive and non-cognitive approaches and the challenges they present for understanding ethical language. (Act)Evaluate the strengths of each approach in structured short essay plan. (A)AIM/LO: Assess the strengths and weaknesses of these approaches.Debate the view that ethical language is neither intuitionist nor emotivist. (Act)Evaluate the idea that it is impossible to define ‘good’. (A)On completion, and in revision, draw similarities between this and other issues in ethics across the specification and identify links with other components of study in order to build a portfolio of connections. (E)114 Ethical language (continued)4.2 The relationship between religion and moralitya) Dependence, independence, autonomy, theonomy, heteronomy, divine command ethics, challenges from atheist and anti-theist perspectives, moral arguments for the existence and nonexistence of God. b) Contemporary focuses, including the Westboro Baptist Church, religion and terror, conservative movements, including Quiverfull, biblical parenting. With reference to the ideas of R Dawkins and R A Sharpe.This topic is very well covered in Ethics textbooks and anthologies. No specific passages are required. In addition, resources can be found here: the different the relationship between morality and religion.Assess the strengths and weaknesses of these approaches.Explore contemporary focuses on religious morality and analyse their role in understanding religious morality.AIM/LO: Explore the terminology Add definitions and explanations to the glossary bank. (Act)Test vocabulary from all of section 4 at end of section. (A)AIM/LO: Clarify the differing relationships between religion and moralityMake presentation notes for a class mate of key ideas in in the relationship between religion and morality and identify the challenges this raises for religious ethics. (Act)Classmate to assess and improve notes, as a pair debate and conclude on the value religious morality. (Act/A)On completion, and in revision, draw similarities between this and other issues in ethics across the specification and identify links with other components of study in order to build a portfolio of connections. (E)125. Deontology, Virtue Ethics and the works of scholars5.1 A comparison of the work of Immanuel Kant and Aristotle with regard to Deontology and Virtue Ethics respectively. Kantian deontology – social, political and cultural influences on Kant’s ethical theory, duty-based ethics, the categorical imperative in its different formulations, prima facie duties, and contemporary applications of rule and duty-based ethics. (2) (2) Kant I – Groundwork for the Metaphysics of Morals, Text, second section, pp. 29–53 (Yale University Press, 2002) ISBN 9780300094879With reference to the ideas of W D Ross and T Nagel.This topic is covered well in a number of Ethics textbooks and anthologies, as well as online resources such as the Stanford Encyclopedia of Philosophy. Two anthology passages are compulsory study. the significant contribution of Immanuel Kant to Deontology.Explore the nature of the theory, including duty, the categorical imperative, prima facie duties, rules and law.Evaluate the success of this type of ethical theory.Analyse the text and understand Kant’s principles in their context.Analyse the strengths and weaknesses of his approached and reach personal conclusions about the value of his perspectives. AIM/LO: Clarify this approach to moral decision making Define key terms and add to glossary. (Act) AIM/LO: Explore Kant’s distinctive form of Deontology.Discuss and note key concepts and elements of Kant’s approach to Deontology.AIM/LO: Analyse the challenges posed to the theory.Debate the idea that Deontology is an unforgiving approach to ethics. (Act) AIM/LO: Evaluate the value of a prima facie approach to deontological thinking.Timed essay response.On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a .portfolio of connections (E) Read and annotate the Anthology text, discuss and create summary grids of each idea Kant offers and identify key themes and issues.135. Deontology, Virtue Ethics and the works of scholars (continued)5.1 A comparison of the work of Immanuel Kant and Aristotle with regard to Deontology and Virtue Ethics respectively. (b) Aristotelian virtue ethics – historical and cultural influences on Virtue Ethics from its beginnings to modern developments of the theory, concepts of eudaemonia and living well, the golden mean, development of virtuous character, virtuous role models, vices, contemporary applications of virtue theories. (3) 3) Aristotle – The Nicomachean Ethics, Book II, Moral Virtue, pp. 23–37 (Oxford World’s Classics edition, 1980) ISBN 9780192815187With reference to the ideas of P Foot and A MacIntyreThis topic is covered well in a number of Ethics textbooks and anthologies. Two anthology passages are compulsory. the significant contribution of Aristotle to Virtue Ethics.Explore the nature of the theory, including eudaemonia, the golden means, and the development of a virtuous character.Evaluate the success of this type of ethical theory.Analyse the text and understand Aristotle’s principles in their context.Analyse the strengths and weaknesses of his approach and reach personal conclusions about the value of his perspectives.AIM/LO: Clarify this approach to moral decision making Define key terms and add to glossary. (Act) AIM/LO: Explore the key concepts of this ethical theoryDiscuss and note key concepts and elements of Aristotle’s Virtue Ethics.AIM/LO: Analyse the challenges posed to the theory.Debate the idea that Virtue Ethics is too masculine to be appealing in the modern world. (Act) AIM/LO: Evaluate the value of a Eudaimonia as a guide to living morally.Timed essay response.On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a portfolio of connections. (E)Read and annotate the Anthology text, discuss and create summary grids of each idea Aristotle offers and identify key themes and issues.145 Works of scholars (continued)5.1 A comparison of the work of Immanuel Kant and Aristotle with regard to Deontology and Virtue Ethics respectively. Strengths and weaknesses of the theories and their developments, appropriateness of their continuing application and use, assessment of relevant examples, changes in the law and social attitudes vis a vis the theories, compatibility or otherwise with religious approaches. the strengths and weaknesses of the theories and their developments, appropriateness of their continuing application and use.AIM/LO: Explore the context of this debate and the background of these key thinkers.Research the context to the work of both thinkers, brief outline of their wider work and influences on their thinking. (Act)AIM/LO: Clarify the views of Kant and Aristotle.Read and annotate the Anthology texts, create summary sheets or grids for the ideas of each thinker highlighting key themes. (Act)Class members act out the roles of Kant and Aristotle in debate with each other, with class contributing questions. (Act)AIM/LO: Evaluate the strengths and weaknesses of these positions.Create mind-maps of the STR and WK of each thinker’s position. (Act)Essay on the reasons for the emphases of each thinker and an assessment of the strength or otherwise of their views. (A)On completion, and in revision, draw similarities between this and other ethical theories and identify links with other components of study in order to build a portfolio of connections. (E)Read and annotate the Anthology text, discuss and create summary grids of each idea Aristotle and Kant offer and identify key themes and issues.156 Medical ethics: beginning and end of life issues6.1 Issues in medical ethics with a focus on beginning and end of life debates (4) a) The status of the embryo, concepts of sanctity and value of life from religious and secular perspectives, embryo research, pre-implantation genetic diagnosis (PGD), stem cells and cord blood, fertilisation in vitro and destruction of embryos, abortion.With reference to the ideas of P Singer and J Glover4) Wilcockson M – Issues of Life and Death, Chapter 4 Euthanasia and Doctors’ Ethics, pp. 56–69 (Hodder Education, 1999) ISBN 9780340724880This topic is covered well in a number of Ethics textbooks and anthologies. One anthology passage is compulsory. the concepts of sanctity and value of life.Explore the issues pertaining to the status and value of the embryo.Analyse the issues and implications raised by current medical technology in relation to the embryo.Analyse the text and understand Wilcockson’s ideas in their context.Analyse the strengths and weaknesses of his approach and reach personal conclusions about the value of his perspectives.AIM/LO: Outline and analyse key themes in medical ethics.Define key terms and concepts, build own glossary of related terms. (Act)Note key themes of medical ethics. (Act)Students create presentation on one or more issues - flip the classroom so students teach each other.(A)AIM/LO: Outline and analyse the strengths and weaknesses of one religious and one secular perspective on medical ethics.Create a table of STR and WK of the religious and secular perspectives, rank order these in group discussion. (Act)Plan/write an essay on whether the religious or the secular perspective is more successful. (A).For revision make connections between at least two issues, e.g. PGD and abortion, and compare and contrast the significant areas of disagreement and debate. Identify links with other components. of study in order to build portfolio of connections. (E)166 Medical ethics: beginning and end of life issues6.1 Issues in medical ethics with a focus on beginning and end of life debates (4) b) Assisted dying, euthanasia, palliative care. Religious and secular contributions to all these issues, legal position, concepts of rights and responsibilities, personhood and human nature, options and choices.With reference to the ideas of P Singer and J Glover4) Wilcockson M – Issues of Life and Death, Chapter 4 Euthanasia and Doctors’ Ethics, pp. 56–69 (Hodder Education, 1999) ISBN 9780340724880This topic is covered well in a number of Ethics textbooks and anthologies. One anthology passage is compulsory the concepts of assisted dying and other end of life issues.Explore the religious, secular and legal implications of these issues.Analyse the concept of personhood in relation to end of life choices. Analyse the text and understand Wilcockson’s ideas in their context.Analyse the strengths and weaknesses of his approach and reach personal conclusions about the value of his perspectives.AIM/LO: Outline and analyse key themes in medical ethics.Define key terms and concepts, build own glossary of related terms. (Act)Note key themes of medical ethics. (Act)Students create presentation on one or more issues - flip the classroom so students teach each other.(A) Compare and contrast ideas of Singer and Glover. Create mind map of similarities and differences. (A)176 Medical ethics: beginning and end of life issues (continued)6.1 Issues in medical ethics with a focus on beginning and end of life debates (4) Strengths and weaknesses of significant areas of disagreement and debate, assessment of relevant examples, legal changes and social attitudes, appropriateness and value of employing religious perspectives into these debates, assessment and comparison of contrasting positions. With reference to the ideas of P Singer and J GloverThis topic is covered well in a number of Ethics textbooks and anthologies. One anthology passage is compulsory. Analyse the significant areas of disagreement and debate, changes, developments and contrasting positions.Analyse the text and understand Wilcockson’s ideas in their context. Analyse the strengths and weaknesses of his approach and reach personal conclusions about the value of his perspectives.AIM/LO: Outline and analyse the strengths and weaknesses of one religious and one secular perspective to medical ethics.Create a table of STR and WK of the religious and secular perspectives, rank order these in group discussion. (Act)Plan/write an essay on whether the religious or the secular perspective is more successful. (A)For revision make connections between at least two issues, e.g. PGD and abortion/assisted dying and palliative care, and compare and contrast the significant areas of disagreement and debate. Identify links with other components.For A Level study: Read and annotate the Anthology text, discuss and create summary grids of each idea Wilcockson offers and identify key themes and issues.18Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice.19Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice. ................
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