You’ve probably already heard of ‘Think, Pair, Share’ as an effective way to manage classroom discussions whilst promoting individual reflection: such an approach is widely cited as an effective way to engage students in metacognition and metacognitive reflection. This 100+ slide PowerPoint contains over 300 metacognitive reflection questions making it the definitive ‘Think, Pair, Share’ metacognition discussion resource. You can save loads of time by downloading this today, it includes a whole-school license so that you can share it with the other teachers in your school! It’s great for use: During form/tutor time As a starter activity At the end of lessons to make good use of spare time The questions are not subject-specific (although some do refer to literacy and numeracy) and the PowerPoint includes a ‘Randomiser’ slide: this allows you to instantly conjure new metacognitive reflection questions for class discussions and allows you to use this resource many times with the same group! We’ve spent lots of time to make this the definitive Think-Pair-Share metacognition resource: make sure you check out the engaging and colourful design using the preview images above! Thank you for looking at our resources! Make sure to download some of our free samples: just visit globalmetacognition.com We offer a range of whole-school metacognition resources that aim to enhance metacognitive skills and strategies in students aged 11-16. You can download individual resources or buy our ‘Whole School Metacognition Toolkits’ that make establishing a whole-school metacognition initiative easy. Our resources specialise in: Boosting Learning-Power Teaching Metacognitive Skills & Strategies Increasing Metacognitive Power (Intelligence, Memory etc.) These resources are made and distributed in partnership with The Global Metacognition Institute. Find more metacognition resources at globalmetacognition.com Join our Facebook Metacognition Working Group for Teachers & Leaders! https://www.facebook.com/groups/EducationalMetacognition/ Copyright Adam Godwin (2019)

Philosophers and sages have reflected on the nature and significance of death and mortality since ancient times whilst reflecting on the possibility of an afterlife in the face of the mystery of death. According to many philosophers and psychologists: a healthy appreciation of one’s own finitude is essential for living a full life and for striving to live without regrets. Speaking about death and dying is a taboo in our society and yet by failing to speak openly about it we can often exacerbate the fear of death in young minds and feed their anxieties around death. This interactive philosophy lesson allows for open and reasonable discussions about death, mortality, and the possibility (or impossibility) of an afterlife. It is created without a religious or cultural bias or an agenda to persuade or convert students to a particular viewpoint in relation to the afterlife. This session is ideal for teachers who want to explore these deep matters of life and death with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to death and the afterlife so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of the death The benefits of contemplating one’s own mortality Different views about the afterlife Whether or believing in ghosts is justified The value of funerals and honouring the dead Existential psychology Please be careful to time your use of this resource carefully and to deliver it with due sensitivity as some young people might struggle to wrestle with these issues. Please note: this resource discusses a variety of afterlife beliefs (i.e. the possibility of reincarnation, Heaven, Hell and nothingness) and, therefore, will probably involve the analysis and evaluation of religious beliefs. The big question asked in this session is “What are the benefits of thinking deeply about our own mortality?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: Why do you think people are reluctant to talk about death and dying and that such topics are a taboo in our society? To what extent can thinking about death help us to appreciate and value those around us more? Many people have reported seeing ghosts: to what extent does this prove that ghosts exist? What do you think people experience after they die? How should we live our lives in such a way that we are always ready to die? and To what extent do Near Death Experiences (NDEs) prove that life after death is definitely true?

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 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. Aside from a wide range of debate and discussion activities, teachers can also choose from a variety of more substantial activities such as essay writing, poetry writing, and speech writing tasks.

The topic of this Philosophy Boxes download is ‘Financial Awareness’. It is one of a series of PSHE-P4C sessions designed for KS2-4 PSHE students. The download comprises a P4C lesson/session that can be used multiple times with the same group. The Philosophy Boxes Method is a new approach to PSHE designed for students in KS2-4: it is graphically stimulating, engaging, and fun. This download is also suitable for older students: but the format was designed with younger students in mind. In this context: ‘Philosophy Boxes’ represents a more student-centred ‘debate & discussion’ approach to PSHE issues. The aim of our ‘Philosopy Boxes’ PSHE sessions is to bring deep, critical thinking to PSHE, exploring PSHE using P4C (Philosophy for Children) debates and discussions. One advantage to the method is that it helps students to practice their social skills through the activities. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities (in 8 different formats). The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. The nature of the design is that it can be used for short sessions (5-10 minutes) or much longer sessions (up to 2 hours!) - it allows for classroom practitioners to be flexible and adaptable. It can, therefore, be used in lessons or as a tutor-time activity. Choose from out complete selection of our ‘Philosophy Boxes’ PSHE lessons here. You can also save money by purchasing lessons as a complete 20-session collection here!

Professionally designed for the new AQA Sociology GCSE specification (8192) taught from September 2017. This is lesson 6 of our 20 lesson course for the ‘Education’ section; it focuses on Marxist perspectives, Marxist researchers and theorists, and statistical data supporting/detracting from the Marxist perspective. It can be purchased as a part of a complete 20 x lesson bundle. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PPT presentation (fully animated) 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 All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). 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 ‘Social Stratification’ section; it focuses on Marxist perspectives, Marxist sociologists and theorists, and statistical data supporting/detracting from the Marxist perspective. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) 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 All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 15 of our 20 lesson course for the ‘Crime & Deviance’ section; it focuses on Marxist perspectives, Marxist researchers and theorists, and statistical data supporting/detracting from the Marxist perspective. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson (editable) -A double-sided A3 worksheet (see cover image for preview) -A knowledge hunt file with information to be used with the worksheet -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.

Professionally designed for the new AQA Sociology GCSE specification (8192). This is lesson 14 of our 20 lesson course for the ‘Education’ section; it focuses on new research, data and evidence from a UK and Global perspective. This download utilised 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 lessons, PPT presentations (fully animated) that allow for a choice of approaches -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 sheets that ask students to connect statistical data to potential exam questions. -Images for a poster design task -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons. The cover picture depicts some of the tasks contained within the lesson and the quality of resources: contents may vary depending on the topic and subject-matter.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 19 of our 20 lesson course for the ‘Sociology of Family’ 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 lessons, PowerPoint presentations (fully animated) that allow for a choice of approaches -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 sheets that ask students to connect statistical data to potential exam questions. -Images for a poster design task -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons. The cover picture depicts some of the tasks contained within the lesson and the quality of resources: contents may vary depending on the topic and subject-matter.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). 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 Crime & Deviance’ section; it refers to the ‘Social Construction of Crime & Deviance’ section. The lesson focuses on the work of Merton & Becker: ‘Strain-Theory’ and Interactionist views. It also introduces the six broad theories of what causes crime in society. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson (editable) -A double-sided A4 worksheet (.pdf) -A double-sided A4 Information sheet (.pdf) -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 9 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 class, poverty, inequality and crime/criminality. It addresses the question: “Is poverty the main cause of crime?”. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson (editable) -A double-sided A4 worksheet -A 12 side knowledge-hunt -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.