This download contains an editable 50+ slide PowerPoint featuring the most important debates relevant to Citizenship classrooms: pitched at KS3 level. It also contains a ‘randomiser’ slide so that debate topics can be selected randomly. 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 by tutors or as a part of the whole-school Citizenship/PSHE curriculum 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 download contains an editable 50+ slide PowerPoint featuring the most important debates relevant to Citizenship classrooms: pitched at KS4/GCSE level. It also contains a ‘randomiser’ slide so that debate topics can be selected randomly. 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. All topics are inspired from AQA GCSE specification though this product is relevant to all teachers of the subject. 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 sutdents 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 by tutors or as a part of the PSHE curriculum 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 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 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. 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.