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 18 of our 20 lesson course for the ‘Social Stratification’ section; it focusses on new research, data and evidence from a UK and Global perspective. This sessions utilise ONS, DoE and other statistical sources that students can use to enhance their work. The download includes a choice of two lessons to cover the material. Teachers can choose between two formats depending on their teaching style and the learning-style/needs of the students. You could also teach the two included approaches as two separate lessons to enhance learning. The download is also ideal if you are hoping for students to use and practice numeracy skills in your sociology class. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) (x2) -2 x premium quality, editable, and fully-animated PowerPoint presentations that covers the entire lesson -A knowledge hunt file with detailed statistical information, graphs, official statistics and research (15+ A4 sides) (.pdf) -6 x A3 exam question planning group-work worksheets that ask students to connect statistical data to potential exam questions. -Images for a poster design task -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 17 of our 20 lesson course for the ‘Social Stratification’ section; it focuses on essential sociological researchers, research, and theorists. It can be purchased as a part of a complete 20 x lesson bundle (from June, 2017) 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 (see cover image for preview) -A knowledge hunt file with information to be used with the worksheet -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. Positive reviews warmly welcomed!

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 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 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 5 of our 20 lesson course for the ‘Sociology of Family’ section. This lesson looks at differences in family life and structure around the world. It focuses on polygamous cultures and matriarchal / matrilineal cultures. 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 -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 3 of our 20 lesson course for the ‘Sociology of Family’ section. This lesson discusses the functions and roles of the family according to Talcott Parsons. 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 -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 ‘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 download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. 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. 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 ethical issues that relate to choosing careers and jobs. It’s ideal for students aged 8-16 and will help them to think deeply about what they should do with their lives and how to find a career that does good in the world! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools SMSC provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: The difference between ethical and unethical careers The nature of good and evil in relation to work The importance of choosing our employers carefully   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 ethical and unethical livelihoods! The big question asked in this session is “What are the most ethical (& least ethical) jobs one can do?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical claims such as: “We shouldn’t work for companies that test their products on animals” “It’s better to get really rich and give lots of money to charity than work for a charity” “There’s no such thing as a 100% ethical business” “Our duty to provide for our families outweighs our duty to only do moral and ethical jobs” “Working in the arms/weapons/ defence industry is good because it helps to win important conflicts”   Students will also analyse and evaluate an eclectic mix of philosophical and ethical questions such as: What is the fundamental difference between an ethical livelihood and an unethical livelihood? In your opinion, which company does the most good in the world? Which industry does the most harm? Why is it important to think deeply about whether or not our chosen careers are truly moral? Which industries depend on harming the environment?   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. 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 ethical issues that relate sports and games. It’s ideal for PE and Sports teachers to use with students aged 8-16 in order to help them understand the importance of sports and games on a deeper level. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your school’s Physical Education provision and is of particular interest to teachers of PE and sports it focuses on a wide range of topics such as: The value and purpose of sports & games The psychological and moral benefits of playing sports The importance of sports for wider society Ethical issues and debates relating to sports The nature of ‘good sportsmanship’   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 sports! The big question asked in this session is “What would a world without sports be like?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: “A person who takes up a sport is likely to have a better life as a result” “The psychological benefits of playing sports are more important than the physical ones” “There should be a separate Olympics in which performance enhancing drugs are allowed” “Men and women should compete together instead of separately” “Watching other people play sports is a waste of time.” “In sports, winning is all that matters.”   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: What personality traits can be cultivated by playing sports? When, if ever, is it morally acceptable to cheat in games, sports, and in life? What value, if any, do violent sports have in comparison with non-violent sports? To what extent are professional sportspeople are paid too much? How do sports reflect societal values?   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. 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 strange paranormal beliefs and people who claim to have supernatural powers. This resource can be used with students aged 8-16. It’s one of our many resources focused on dispelling misinformation and nurturing critical-thinking skills for the information age. Disclaimer: this topic deals with some topics (such as the performance of miracles and the existence of an afterlife) that may not be appropriate for some schools. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is of particular interest to Teachers of Psychology, Critical-Thinking, & Philosophy it focuses on a wide range of topics such as: The existence of ghosts, UFOs, demons, and other paranormal phenomena The plausibility of those who claim to have supernatural powers: faith-healers, psychics, mediums etc Parapsychology: the scientific investigation of paranormal and supernatural claims   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 paranormal and supernatural phenomena! The big question asked in this session is “Are paranormal phenomena (e.g. psychics, ghosts etc.) real?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: To what extent is it reasonable to believe in some supernatural phenomenon? People from all cultures throughout history have reported ghost sightings, if ghosts aren’t real, how can we explain these reports? To what extent should we believe that UFOs exist and have come from other planets? Why do many people still believe in the power of magical spells, curses, and witchcraft?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Some people have supernatural abilities” “If something cannot be shown to exist by science: it doesn’t exist” “All of us had ‘past lives’ and its possible for some people to remember them” “Astrology is a waste of time and has no grounding in reality”   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. 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 what it means to live a good life. It’s ideal for students aged 8-16 and will help them to think deeply about what they want (and should want) to get out of their lives! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools SMSC (Social, Moral, Spiritual & Cultural) education provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: What it means to live a ‘good life’ The nature of success The role of ethics and morality in leading a fulfilled life Living without regrets   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 does living your best possible life look like?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: How would you describe ‘a good life’? Is being rich and financially successful the same as living a good life? To what extent does our happiness depend on our circumstances? Why are some people happy whilst other people are not? Is it possible for a hermit who lives alone in the mountains to be truly happy and to life a good life?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “The secret to living a good life is owning the most stuff” “Most people are happy” “Ultimately, it is the quality of our relationships with others that leads to a good life” “Good mental and emotional health depends on good physical health” “It’s okay to be selfish sometimes” “Our relationship to technology can be an obstacle to a good life”   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. 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 ethical issues that relate to law, crime, policing, and the criminal justice system and is ideal teachers working with students aged 8-16! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. 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 multi-use interactive philosophy lesson explores philosophical and ethical issues relating to space, space exploration and alien life. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This session is ideal for teachers who want to explore philosophy in science lessons with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to space and space exploration so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: Cosmology: the nature and potential origins of space and the universe Ethical issues such as: The rights of native species when colonising planets Terraforming Artificial panspermia The development of space-based weaponry Extra-terrestrial life One of the main philosophical debates explored by this instructional resource concerns ‘the fabric of space’: the debate between ‘Substantivalism’ (the view that space exists in addition to any material bodies situated within it) and the contrasting view ‘Relationalism’ which claims that there is no such thing as space; there are just material bodies, spatially related to one another. According to the relationalist view, what we call ‘space’ is literally just the empty nothingness between things that actually exist (atoms, planets, etc.). The big question asked in this session is “Is colonising other planets actually a good idea?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and moral questions such as: What is ‘space’ made of? (if anything) In what ways might aliens be different to us in terms of how they communicate, think and feel? If you reached the edge of space (the edge of the universe) and threw a rock over the edge: what would happen?   Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “If aliens exist, they’ll probably be hostile and unfriendly” “The Universe had a beginning, and it will have an end” “It’s more important to focus on fixing the environmental issues on our planet than exploring space”   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. 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 ethical issues that relate dance and dancing. It’s ideal for dance teachers to use with students aged 8-16 in order to help them understand the importance of dance on a deeper level. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools performing arts provision and is of particular interest to teachers of dance it focuses on a wide range of topics such as: The value and purpose of dance The evolutionary psychology of dance Ecstatic Dance and the role of dance in spiritual development Ethical conduct and good manners on the dancefloor The importance of dance in social and emotional development The benefits of dancing for wider society and culture Dance Movement Therapy and the role of dance in fostering good mental health and treating mental illness   The big question asked in this session is “Why do people dance?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What, fundamentally, is dance? Why do some people enjoy dancing to music that evokes “negative” emotions such as anger, rage, tragedy or sadness? In what ways might a psychotherapist use dance as a tool for healing and treating mental illnesses? Why might dancing in a group or with a partner be uniquely beneficial in comparison with dancing alone? To what extent is it reasonable to say that “it is human nature to dance”? To what extent is there something politically rebellious about dancing freely and expressing oneself through dance? In terms of what one is doing with one’s mind: what is the essence of “skilful dancing”?   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 ‘wisdom’ and will get your students thinking deeply about the nature of wisdom, what it means to live wisely, and how they can cultivate wisdom. Since philosophy is, first and foremost, ‘the love of wisdom’: we consider this session to be of particular importance! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools performing arts provision and is of particular interest to PSHE and SMSC leaders it focuses on a wide range of topics such as: The nature of wisdom The difference between wisdom, knowledge, and intelligence How to cultivate wisdom What it means to live wisely The importance of choosing wise role-models in life   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 wisdom! The big question asked in this session is “What is ‘wisdom’ and how can we become more wise as individuals?”. 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 difference between a wise decision and an unwise one? Why are some people wiser than others? What can a person do in order to cultivate wisdom over time? To what extent can wisdom be taught in schools? and What is the connection between being wise and being virtuous (being a good person)?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “There is a difference between intelligence and wisdom.” “Animals can be wise. Animals sometimes have their own wisdom.” “It is impossible to objectively and accurately measure wisdom in other people.” “Reading ancient texts that claim to contain wise words and sayings is a waste of time” “Science delivers useful knowledge but the scientific method cannot give us wisdom” and “Meditation can help people to become more wise and live more wisely”   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. 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 multi-use interactive philosophy lesson explores ‘Philosophy of Science’: the branch of philosophy that’s concerned with the nature, foundations, methods, and implications of science. The central questions of this study concern what qualifies as science, the reliability of scientific theories, and the ultimate purpose of science. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This session is ideal for teachers who want to explore philosophy of science with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to philosophy of science so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of science The ways in which scientists pursue knowledge Strengths and weaknesses of the scientific method The nature of pseudoscience and how to identify it It outlines and explores different concepts from philosophers of science including empiricism and naturalism as well as the views of Aristotle, Bacon, Descartes, Duhem, Feyerabend and Cartwright (in the advanced reading section). The big question asked in this session is “To what extent is science the most valid way to gain knowledge?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as What is science? What is the difference between ‘scientific knowledge claims’ and other types of knowledge claim? How can we tell the difference between pseudoscience and actual science? To what extent is the materialist view (that only physical matter exists) accurate? What are the strengths and weaknesses of the scientific method of pursuing knowledge? 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 especially suitable for teachers of science who are looking to explore the nature of science and the scientific method more deeply with students and bring philosophy, philosophical thinking and critical thinking into their science lessons.     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!

Boggle brains with this fully resourced philosophy lesson explores the fundamental nature, assumptions, foundations, and implications of mathematics! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This fully resourced philosophy lesson is ideal for teachers who want to explore philosophy of mathematics with students aged 8-16*; we’ve carefully selected the most significant issues and questions relating to philosophy of science so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of mathematics The unique nature of mathematical knowledge Theories of mathematics such as logicism, intuitionism and formalism The link between mathematics and the natural world The idea that mathematics can be beautiful The big question asked in this session is “Are mathematical laws invented or discovered?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as What is a number? What is the purpose of mathematics? To what extent is nature itself governed by mathematical principles, rules and laws? Does a mathematical law refer to physical reality or is it only a mental construct with no bearing on reality? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Mathematical knowledge is something we discover entirely through studying the physical world” “Numbers never lie” “Mathematics is the best way to objectively understand the world” 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 especially suitable for teachers of mathematics who are looking to explore the fundamental nature, assumptions, foundations, and implications of mathematics more deeply with students and bring philosophy, philosophical thinking and critical thinking into their maths lessons. 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!

Explore ethical issues relating to scientific research and advancement with this philosophy teaching resource for students aged 8-16! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This multi-use interactive philosophy lesson is ideal for teachers who want to explore ethical issues relating to science with students aged 8-16; we’ve carefully selected the most significant moral issues and questions relating to philosophy of science so that young learners can engage in interesting philosophical discussions and engaging moral debates. This session explores topics such as: The nature of ethical vs unethical scientific research The ethical duties of scientists Rules that ensure scientific research is ethical The use of animals in scientific research Moral issues raised by new scientific advancements (e.g., nuclear weapons, genetic engineering, and artificial intelligence)   One of the overarching issues explored in this session is the degree to which scientists are responsible for the ways in which their research is used and the technologies that research can give rise to. The big question asked in this session is “What ethical rules should scientists adhere to in the pursuit of knowledge?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What kinds of ethical considerations should all scientists keep in mind when conducting research? What ethical rules should all scientists stick to when conducting research? Are there some things that are fundamentally unethical to research in the first place? To what extent is it ethical for a scientist to help develop new drone weaponry? Students will also analyse and evaluate an eclectic mix of philosophical and moral claims such as: “Sometimes it’s okay to use animals in scientific experiments” “It’s always okay to experiment on humans if they give consent” “Some scientific advancements have done more harm than good” “Scientists should have refused to help develop nuclear weapons” and “Sometimes it’s okay for scientists to distort data if it leads to a greater good”      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!