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 ‘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 multi-use interactive philosophy lesson explores ‘Philosophy of Mental Health’: an interdisciplinary field of study that combines views and methods from the philosophy of mind, psychology, neuroscience, and moral philosophy in order to analyse the nature of mental illness. We’ve aimed to combine philosophical issues with practical ‘PSHE’ topics to create a fascinating philosophy teaching resource that will help your students to explore the topic of mental health whilst emphasising critical-thinking skills and challenging assumptions. This session is ideal for teachers who want to explore philosophy with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to philosophy of mental health so that young learners can engage in fun and useful philosophical discussions and debates. This session explores topics such as: The nature of the mental illness Different theories as to the fundamental causes of mental illness How lifestyle choices can promote good mental health How to respond to mental health challenges in ourselves and others The role of society and culture in the genesis of mental illness The big question asked in this session is “Why do some people face mental health challenges whilst others do not?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as To what extent is mental illness similar to physical illness? What are the primary causes of mental health challenges? What is the best way to treat a mental illness? What are some ways in which people can manage and reduce the amount of stress they have in their lives? To what extent should people rely on medication to help manage and treat mental health conditions? and How can lifestyle choices impact the likelihood that we develop mental health problems? This resource is suitable for teachers of all school subjects who are looking explore the topic of mental health and mental illness with young people: it is of particular relevant to Psychology Teachers and PSHE Teachers and PSHE Co-ordinators. 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 ‘Fun Philosophy Lesson’ is focused on ethical issues relating to warfare, conflict, peace, and the ethical use of violence. It’s ideal for students studying History, Philosophy, Ethics, Religious Studies or Citizenship, and whilst it can be used with younger students, it is most suited to students aged 10-16. 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. Please note: teacher discretion is advised, please be mindful of the sensitive nature of this topic and of students in your classroom who might be particularly effected by these issues. This interactive multi-use learning session will be of particular interest to teachers looking to explore the ethics of war and conflict. It focuses on a wide range of topics such as: The ethics of war and when, if ever, war is justified The moral implications of targeting civilians in conflict The difference between just and unjust wars The role of pacifism and non-violence The impact of modern warfare technology on ethical decision-making The balance between national security and global peace   We’ve aimed to cover as many issues as possible to engage young learners in debating and discussing the ethics of war, peace, and conflict! The big question asked in this session is “When (if ever) is it morally permissible to go to war?” Using a variety of engaging activities, students will discuss and debate a wide range of other philosophical and ethical questions such as: What rules should govern the conduct of soldiers during war? Are drones and automated weapons more ethical than traditional warfare? Is absolute pacifism realistic?   Students will also analyse and evaluate a broad spectrum of philosophical and ethical claims such as: “There should be no rules in a morally justified war” “The invention of nuclear weapons was, ultimately, a good thing” “Humans are naturally prone to violence and conflict” “Violence can be used for good” and “Men and women should both fight in wars in equal numbers”   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 thought-provoking philosophy session easy!

This FREE multi-use interactive lesson is a sample lesson for our new range of over fifty philosophy & ethics teaching resources: it explores the greatest questions in philosophy. Browse the complete range of philosophy lessons and philosophy teaching resources here! This new range of resources consists of over fifty (non-editable) interactive PowerPoints: each one has an integrated menu allowing teachers to select from a huge range of activities relating to different topics in philosophy and ethics. The content has been designed by a professional philosopher: Adam Godwin, who has a Masters degree in philosophy, which is his lifelong passion. The aim of this new range of resources is to bring phiosophical and critical-thinking into the lives of young learners. About This Free Philosophy Teaching Resource: Interactive Philosophy Learning Session The lesson focuses on the nature of philosophical questions, the importance of questioning skills, and the benefits of critical thinking. It introduces students to how philosophers approach these questions and challenges them to consider the session’s central question: “What is the single most important philosophical question?” In addition to this core discussion, students will explore other significant questions, such as: Can we trust our senses? What is the size and location of the mind? Is it possible to perceive reality directly?   Students will also analyse and evaluate key philosophical claims, such as: “Free will is an illusion.” “Good and evil are subjective opinions, not objective truths.” “Life in a remote jungle tribe is better than life in modern society.”   The flexible design makes this session suitable for teachers of any subject looking to introduce philosophy and critical thinking. It is ideal for students aged 8–16 and can be adapted for single-hour lessons, longer sessions, or quick tutor-group activities. The resource also helps students develop essential skills such as communication, healthy debating, and interpersonal skills, fostering respectful dialogue and critical analysis. This session is delivered via a PowerPoint Show, requiring no planning or preparation. Teachers can simply run the file and use the intuitive menu system to guide a powerful and stimulating philosophy lesson with ease. Copyright Adam Godwin (2025) This resources is the intellectual property of Adam Godwin (2025) It is shared freely under a strict non-derivative license: reselling this resource will be treated as copyright violation. Making amendments to the resource, using the template, reusing the contents, or redistributing the resource is forbidden.