This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification (9-1). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 2 of our 20 lesson course for the ‘Sociology of Crime & Deviance’ section; it refers to the ‘Social Construction of Crime & Deviance’ topic. The lesson introduces the distinction between crime and deviance and the idea that deviance is relative to its historical, cultural and situational context. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -A double-sided A4 worksheet/information sheet (see cover image for preview) -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES.

This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification (9-1). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 6 of our 20 lesson course for the ‘Sociology of Crime & Deviance’ section; it refers to the ‘Factors Affecting Criminal & Deviant Behaviour’ topic. The lesson focuses on links between criminality and factors such as: ethnicity, class, age and gender. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -A double-sided A3 worksheet/information sheet -An 18 side knowledge-hunt: containing arguments for/against Heidensohn’s theory, and information about different means of social control. -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES.

This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification (9-1). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 19 of our 20 lesson course for the ‘Sociology of Crime & Deviance’ section. The lesson focuses on media representations of crime; specifically it addressed how the media misrepresents crime, how news-values distort the perception of crime, how perpetrators and victims are treated differently by the media depending on ethnicity, and the media-fueling of moral and criminal panics. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES.

This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification (9-1). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 4 of our 20 lesson course for the ‘Sociology of Family’ section. This lesson discusses different forms of the family (nuclear, extended, reconstituted, lone parent, single sex). It also covers the work of the Rapoports on family diversity. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -A double-sided worksheet -Images for a poster design task -Homework All lessons are designed around the new GCSE specification, certainly useful for any GCSE specification however. We take considerable time making the highest quality lessons, positive reviews are greatly appreciated.

This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification (9-1). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 2 of our 20 lesson course for the ‘Sociology of Family’ section. This lesson discusses the functions and roles of the family. The download features a .zip file which includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -A double-sided worksheet -A knowledge-hunt file -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES.

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to law, crime, policing, and the criminal justice system and is ideal teachers working with students aged 8-16! This interactive multi-use learning session is useful as a part of your school’s P4C work and is of particular interest to teachers of PSHE, Ethics, Citizenship & Law it focuses on a wide range of topics such as: The nature of laws The causes of crime How we should respond to crime Capital & corporal Punishment The role of the police in society The rights of criminals   We’ve aimed to cover as many issues as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss in relation to law, crime, policing, justice, and the criminal justice system! The big question asked in this session is “What is the best way to deal with criminal offenders?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What is the fundamental purpose of laws? Why do different countries have different laws? To what extent are prisons an effective punishment? Why do some people commit crimes whilst others do not? and To what extent is poverty the main driver of crime?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Some criminals should be executed for their crimes” “Some of the laws in our country need to be changed” “It would be ideal if 100% of crimes were identified and their culprits punished” “Prisons are the best way to punish those who break the law” “Those who commit violence should be punished with violence” (corporal punishment)   This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. For teachers wishing to run ‘P4C’ (Philosophy for Children) sessions these resources are ideal! The file is a non-editable PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

This fun philosophy lesson focuses on political philosophy: the branch of philosophy that explores matters relating to politics, liberty, justice, property, and rights. Political philosophy also explores law and how laws are enforced by authorities, the purpose of government, what rights and freedoms it should protect, what form it should take. Political philosophers also investigate the responsibilities and duties we all have in relation to the state, what duties citizens owe to a legitimate government, and when (if ever) governments may be legitimately overthrown through revolution. This session introduces political philosophy to young learners and refers to important philosophers such as Thomas Hobbes and Jean-Jacques Rousseau. This session is of interest to all teachers working with students aged 8-16 but has a special relevance to teachers of civics, politics, and those covering politics in their school’s PSHE/SMSC curricula. This session explores topics such as: Different forms of government The importance of laws The nature of freedom and ‘free societies’ Human Rights The nature of utopias and dystopias The big question asked in this session is “What would a perfect society (utopia) be like? To what extent is creating one possible?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What do terms like ‘freedom’ and ‘liberty’ really mean? What qualities ought a good leader of a country to have? All in all, are we more or less free as a result of living in a modern civilised society? In our own society, which laws (if any) do you think are potentially unjust? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Society cannot function without people sacrificing certain freedoms” “I would rather live in a tribe in the jungle than in a modern society” “I can think of ways to improve this society and make it a better system for people to live in” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity.     The file is a non-editable PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

This thought-provoking philosophy teaching resource focuses on applied ethics and explores some of the most important moral issues of our time. Applied ethics refers to the practical application of moral considerations. It is ethics with respect to real-world actions and their moral considerations in the areas of private and public life, the professions, health, technology, law, and leadership. (Disclaimer: this session does not discuss abortion or matters relating to sexual ethics, reproductive ethics and/or relationship ethics (which will be covered in separate sessions). We have tried to create a resource that allows young learners to explore applied ethics in an age-appropriate fashion; nonetheless, the session explores controversial issues and should be thoroughly vetted by individual teachers before using it with their students to check that it is suitable for their classes.) This session is ideal for teachers who want to explore moral decision making with students and is of particular value to teachers who want to nurture the moral development of their students (perhaps in an SMSC or PSHE context) and trigger deeper reflections on the fundamental nature of ‘right’ and ‘wrong’ and how we can apply these reflections to our own lives; we’ve carefully selected the most significant moral issues and ethical challenges of our age so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The rights of animals Moral challenges presented by new technologies Moral and immoral uses of the internet Ethical & unethical career choices Medical ethics and moral challenges presented medical technologies Artificial Intelligence The big question asked in this session is “What is the most important moral issue in the world right now?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: To what extent is testing new cosmetics and medicines on animals morally acceptable? To what extent it is morally preferable to use drone weaponry on the battlefield over human beings? What are our moral duties and obligations to future generations? When, if ever, is taking a human life the most moral course of action? This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity.     The file is a non-editable PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

This ‘Fun Philosophy Lesson’ is focused on philosophical and sociological debates around the nature of society. This resource can be used with students aged 8-16, it is especially well-suited to Sociology and Social Science classrooms and would serve as an excellent ‘taster lesson’ for GCSE Sociology. This interactive multi-use learning session is of particular interest to Sociology Teachers it focuses on a wide range of topics such as: The nature of society The differences between functioning and dysfunctional societies What helps societies to function Social justice and creating a fair society The relationship between individuals & society   We’ve aimed to cover as many issues as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss in relation to sociology! The big question asked in this session is “To what extent is inequality necessary for society to function?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What is the purpose of the government? What would society be like without laws? What is the difference between a functional and a dysfunctional society? Why do some people succeed in life whilst others fail? Should we increase taxes on the very wealthy in order to pay for public services?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “We live in a fair and just society” “I can think of one way to improve the political system in this country” “Human beings were better off living in small tribes (e.g. 20,000 years ago) than living in a modern society” “People in this society are not actually free: even if they think and believe otherwise” “The rich deserve to be rich, the poor deserve to be poor.” “Feminism has made society a better place for both men and women”   This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. For teachers wishing to run ‘P4C’ (Philosophy for Children) sessions these resources are ideal! The file is a non-editable PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!