This contains a fully resourced, differentiated lesson on how the problem of evil can be seen by some to challenge the existence of God. The main part of the lesson involves a brief section of note-taking and class discussion on the basic idea behind the problem of evil, with students suggesting their own solutions to the inconsistent triad (logical problem), followed by a written comprehension exercise on the evidential problem. The lesson concludes with a brainstorming exercise on the strengths and weaknesses of Swinburne’s Free Will Defence and class continuum on its success in resolving the problem of evil. Learning Objectives: To explain the logical and evidential problem as a challenge to the existence of God. To assess one philosophical response to the problem. To evaluate the success of this response.

This contains a fully resourced, differentiated lesson on Plato's theory of forms. The main part of the lesson involves note-taking and class discussion on the fundamentals of his theory, after which they carry out an independent reading task. This is followed by students analysing the criticisms of his theory followed by a traffic light plenary task. Learning Objectives: To understand Plato’s Theory of Forms. To evaluate the strengths and weaknesses of the theory.

This contains a fully resourced, differentiated lesson on Plato's dualistic distinction between the body and soul. The main part of the lesson involves note-taking and discussion tasks on the different philosophical distinctions between the body and soul, an information comprehension exercise on Plato's approach, and lastly peer teaching of Plato's rationalist arguments for an independent soul from the body (which includes analysis and ranking). Learning Objectives: To outline the key philosophical views on the distinction between the body and soul. To explain Plato’s distinction between the body and the soul. To examine the credibility of Plato’s arguments.

This contains a fully resourced, differentiated lesson on Plato's analogy of the cave. The main part of the lesson involves students using a clip to order statements to describe the analogy of the cave, then a match-up task to explain the key meanings contained within the analogy. Learning Objectives: To describe the analogy of the cave. To explain the deeper meanings contained with the analogy.

This contains a fully resourced, differentiated lesson towards Aristotle's theory of the Four Causes. The main part of the lesson involves exploring the difference between Plato's and Aristotle's philosophy through picture analysis and a worksheet, followed by note-taking on Aristotle's Four Causes, which is then applied to a variety of objects which can be found within the world of empirical observation (with extension task). Learning Objectives: To outline the difference between Aristotle’s and Plato’s approach to Philosophy. To explain Aristotle’s theory of the 4 causes. To apply his theory to the world of empirical observation.

This contains a fully resourced, differentiated lesson on the validity of Plato's analogy of the cave. The main part of the lesson involves annotating the key symbolism of Plato's cave, to draw up a list of strengths and weaknesses of Plato's analogy (prompt sheet available), then finally recording evaluative comments towards his analogy (this will help to build analysis of the strengths and weaknesses). Learning Objectives: To explain the key symbolism contained within the analogy. To assess its relative strengths and weakness. To evaluate your opinion towards his philosophical view.

This contains a fully resourced, differentiated lesson on Aristotle's concept of the Prime Mover. The main part of the lesson involves students generating examples to show their understanding of potentiality and actuality, a class discussion and note-taking exercise on why Aristotle believed the Prime Mover had to exist, a worksheet where students have to explain why Aristotle believed the Prime Mover had to possess certain attributes, develop explanations of key problems associated with the Prime Mover, and finally an extended writing exercise where they justify what they find to be the two most convincing criticisms of Aristotle's theory of the Four Causes. Learning Objectives: To understand the idea of potentiality and actuality. To outline Aristotle’s concept of the Prime Mover. To assess the strengths and weaknesses of Aristotle’s theory of the Four Causes.

This contains a fully resourced, differentiated lesson on Descartes version of the ontological argument and its overall success. The main part of the lesson involves students using two colours to add addotations to a copy of Descartes ontological argument to show how it works and its strengths/weaknesses, followed by a comprehension exercise where students answer a series of questions on how Kant criticised the argument, which is concluded with students writing a model conclusion to an essay question relating to the success of the ontological argument. Learning Objectives: To outline Descartes version of the Ontological argument. To explain why Kant rejected the Ontological argument. To evaluate how successful the argument is in proving the existence of God.

This contains a fully resourced, differentiated lesson on the ontological argument. The main part of the lesson involves an active class demonstration of Anselm’s first version of the ontological argument (supported with a card sort task), with students then drawing a perfect island to draw out how Gaunilo criticsed this version, with students finally annotating Anselm’s second version of his ontological argument. Learning Objectives: To outline Anselm’s Ontological Argument for the existence of God. To explain Gaunilo’s criticism to it. To assess the strength of Anselm’s reply. (Note: You will require chocolate or other food item for the starter activity)

This contains a fully resourced, differentiated lesson on how Descartes philosophical distinction between the mind (soul) and body. The main part of the lesson involves students using an information sheet to complete a table summarising the key properties of the mind (soul) and body for Descartes, as well as grading the effectiveness of Descartes responses to the initial philosophical rejections of his theory, after which they produce a fact file on Gilbert Ryle’s criticism of Descartes viewpoint. They then, as a final activity, complete a grid showing how different philosophers would respond to an essay title with evidence/arguments they might use to support. Learning Objectives: To outline Descartes theory of mind-body dualism. To assess Gilbert Ryle’s criticism of Descartes. To evaluate the overall philosophical positions on the immortality of the soul.

This contains a fully resourced, differentiated introductory lesson on religious experiences. The main part of the lesson involves students produce a spider diagram showing William James’s criteria for a religious experience, working in groups to complete a grid task showing its different types (i.e. mystical, corporate, conversion, visions and voices) and then link it back to William James’s classification scheme for analysis (how these examples meet some or all of his criteria), finishing off with a fun and innovative plenary. Learning Objectives: To describe the meaning of a religious experience. To explain the various categories of religious experience. To analyse whether they meet William James criteria for a religious experience.

This contains a fully resourced, differentiated lesson on the cosmological argument. The main part of the lesson involves students working in groups to develop a mini-presentation that can be used to teach the rest of the class one of Aquinas’s 3 ways, then some quick note-taking followed by questions that students answer to consider the strength of Leibniz’s cosmological argument, followed by students producing a factfile on how David Hume criticised the argument, then an information hunt on how other philosophers (such as Bertrand Russell an Richard Dawkins) criticised the argument (within this task students have to mark on their dartboard how strong they believe that criticism is). Learning Objectives: To outline the Cosmological Argument as a case for the existence of God. To explain Leibniz’s contribution to the argument. To assess the validity of its philosophical criticisms. (The starter activity is based upon an advert for Guinness which can be found by Googling ‘Guinness Domino’)