This download contains an editable 50+ slide PowerPoint featuring the most important debates relevant to GCSE Science students. It also contains a ‘randomiser’ slide so that debate topics can be selected randomly. Debate topics refer to GCSE specifications as much as possible, as well as more general P4C and ‘Philosophy of Science’ ones. Debates take an ‘agree or disagree’ format: students are asked to move from one side of the room to the other depending on their response to the statements that appear. This format allows teachers to foster debates and discussions between students, it can be helpful to ask students to justify their reasons and use sensible arguments. Questions you might ask include: “What is wrong with the other position in your view?”, “Why did you choose to stand where you’re standing?”, “Why do you think people disagree so much about this question?” It is best to encourage students to pick a side rather than float in the middle: but it can also be fun to allow students to change side as the debate progresses, so that students can try to persuade one another to move. This is a great resource to use at the end of lessons if you have a few minutes left, it can be used as an entire lesson or revision session. Check-out some of my most popular resources: .    GCSE Sociology Resources Complete Units (Whole Course) .  Philosophy for Children (P4C) The Ultimate P4C Resource Pack The Debating Society Toolkit Philosophy Boxes . Other Tools A3 DIRT Worksheet (15+ 5-star ratings!) KS3 RE Units

Explore ethical issues relating to scientific research and advancement with this philosophy teaching resource for students aged 8-16! 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”

This fun philosophy lesson is focused on ‘bioethics’ and explores moral and ethical issues relating to biomedical research, new biomedical technologies, and the field of practical medicine. This philosophy session is of particular interest to Biology Teachers and is designed with the biology classroom in mind; since it explores moral issues in depth, the resource can also contribute to your schools SMSC remit. This session explores topics such as: Ethical vs unethical biomedical research Animal experimentation New biotechnologies such as cloning and genetic engineering Moral dilemmas faced by medical professionals Euthanasia Whilst the session explores some reproductive technologies and their implications (such as the ability for parents to choose the sex of their child), it does not refer to the abortion debate. We felt that this particular topic was not suitable for younger learners and was far too important, controversial and nuanced to be covered in a ‘Fun Philosophy Lesson’! The big question asked in this session is “What are the biggest ethical issues raised by upcoming biotechnologies?”. 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 an ethical scientific experiment and an unethical one? To what extent should all people have the right to refuse medical treatment? To what extent is it moral and desirable to improve the human species using biomedical technologies such as genetic engineering? Why might some people feel that the widespread use of cosmetic surgery is morally problematic? and To what extent is ‘Jurassic Park’ a morally problematic idea? 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. 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 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 download contains an editable 50+ slide PowerPoint featuring the most important debates relevant to KS3 Science students. It also contains a ‘randomiser’ slide so that debate topics can be selected randomly. Debate topics refer to the KS3 national curriculum as much as possible, as well as more general ones with about relevant P4C and ‘Philosophy of Science’ issues. Debates take an ‘agree or disagree’ format: students are asked to move from one side of the room to the other depending on their response to the statements that appear. This format allows teachers to foster debates and discussions between students, it can be helpful to ask students to justify their reasons and use sensible arguments. Questions you might ask include: “What is wrong with the other position in your view?”, “Why did you choose to stand where you’re standing?”, “Why do you think people disagree so much about this question?” It is best to encourage students to pick a side rather than float in the middle: but it can also be fun to allow students to change side as the debate progresses, so that students can try to persuade one another to move. This is a great resource to use at the end of lessons if you have a few minutes left, it can be used as an entire lesson or revision session. Check-out some of my most popular resources: .    GCSE Sociology Resources Complete Units (Whole Course) .  Philosophy for Children (P4C) The Ultimate P4C Resource Pack The Debating Society Toolkit Philosophy Boxes . Other Tools A3 DIRT Worksheet (15+ 5-star ratings!) KS3 RE Units

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 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. 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. 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 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 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.

This download includes five A3 and five A4 worksheets of varying design. They are an essential tool for teachers of any subject and can be used with students in KS3-5. The worksheets allow you to enhance the learning value of videos and documentaries that you show to students. Simply choose one of the ten designs and play them a relevant series of short videos or a longer documentary: the worksheets will structure their learning and increase student productivity. This download includes ten worksheets: 5 are A3 and 5 are A4, all work-sheets are double-sided and are designed to be printed in colour (though I’m sure black and white printing is also an option). This download does not include either videos or links to videos: you pick them, let the worksheets do the rest! Check-out some of my most popular resources: GCSE Religious Studies Buddhism (20 Lesson Unit) Buddhism (Thematic Studies Units) Christianity (Thematic Studies Units) Hinduism (20 Lesson Unit) Islam (Thematic Studies Units) .    GCSE Sociology Resources Complete Units (Whole Course) .  Philosophy for Children (P4C) The Ultimate P4C Resource Pack The Debating Society Toolkit Philosophy Boxes . Other Tools A3 DIRT Worksheet (15+ 5-star ratings!) KS3 RE Units