This ‘Fun Philosophy Lesson’ delves into the topic of values, encouraging students to think deeply about personal and moral values as well as the nature of value itself. This resource is suitable for students aged 8-16 and is perfect for Philosophy, Ethics, Social Studies, and PSHE (Personal, Social, Health, and Economic Education) classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education objectives. As with all our resources, it is designed to be inclusive and universal, making it suitable for educators in any country. 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 session is especially valuable for teachers of Philosophy, Ethics, and Social Studies. It covers a wide range of compelling topics, including: The origins of personal values The difference between moral and non-moral values The role of culture and society in shaping values The question of whether values are absolute or relative The philosophical debate over what makes something “valuable”   The big question posed in this session is, “what are your core values?” Students will also explore other essential philosophical and ethical questions, such as: Are some values universal, or do they depend on culture? What are the most important values in our society? Can values ever conflict, and how should we resolve those conflicts? Should we value experiences more than things? Should we value the happiness of others more than our own?   Students will evaluate and discuss a variety of philosophical claims, such as: “Different cultures have different values: some are objectively better than others” “What we value most reveals who we are.” “In truth: nothing actually has value, it’s all just a subjective construct of the mind” “Society decides what is valuable.” “Moral values are more important than personal values.”   This session uses our signature teaching format, featuring an integrated menu with a variety of options for starters, mains, plenaries, assessments, and end-of-lesson reflections. With a wide selection of activities—debates, discussions, and philosophical explorations—the resource can be reused multiple times with the same group. It is ideal for P4C (Philosophy for Children) sessions and offers students an opportunity to engage in critical and reflective thinking. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system makes delivering this inspiring philosophy session effortless!

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical debates around the nature of citizenship. This resource is suitable for students aged 8-16 and is especially useful for Citizenship, Social Studies, Civics, PSHE, and Philosophy classrooms. It is also an ideal teaching resource for enhancing your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. As with all our resources: it can be used by teachers and educators who work in any country: it is not designed around any one country’s political system or conception of citizenship. 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 Civics, Philosophy, Ethics and Citizenship. It focuses on a wide range of topics, including: What it means to be a good citizen The rights and responsibilities of citizens The balance between individual freedoms and societal needs The role of government in shaping citizenship Ethical dilemmas in modern citizenship   We’ve aimed to cover as many engaging philosophical and ethical issues as possible to help young learners debate and discuss what it means to be an active and responsible citizen in their community and the world! The big question asked in this session is, “What does it mean to be a good citizen?” Using a variety of engaging activities, students will discuss and debate other thought-provoking philosophical and ethical questions, such as: Is it more important to follow laws or to stand up for what you believe is right? Should citizens always obey the government? What responsibilities do we have to others in our community? Is it ever okay to break the law to protect others?   Students will also analyse and evaluate a wide range of philosophical and ethical claims, such as: “Good citizens should always tell the truth.” “Citizens should have the right to break unjust laws.” “Helping others is the most important part of being a good citizen.” “A good citizen cares about future generations more than their own.”   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. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session easy!

This multi-use interactive learning session explores the weirdest ideas and strangest possibilities in philosophy. 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 lesson is an excellent way to inspire a love of philosophy; we’ve carefully selected the most bizarre and thought-provoking concepts so that young learners can engage in fun, mind-bending discussions and debates. This session explores topics such as: The nature of reality Alternate realities and thought experiments The limits of logic and reason The big question posed in this session is “What is the strangest idea in philosophy?” Using a variety of engaging activities, students will discuss and debate a wide range of peculiar philosophical questions such as: Is it possible that the entire universe is a simulation? Can time flow backwards, or is time travel conceivable? Do parallel universes exist, and can we interact with them? Since the focus of this session is ‘the weirdest stuff in philosophy’, we’ve aimed to provide a comprehensive range of unusual and intriguing questions so that students understand the vastness and diversity of philosophical inquiry. Students will also analyse and evaluate an eclectic mix of extraordinary philosophical claims such as: “Objects continue to exist only when we perceive them.” “Every decision creates a new universe where each possible outcome occurs.” “There is no objective reality; everything is a construct of the mind.” 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 tasks designed to trigger philosophical discussions, debates, and reflections, you can re-use the resource numerous times with the same group. Suitable for students aged 8–16, the flexible design of the session allows it to be used for multiple hour-long sessions or as a short, stimulating tutor-group activity. The file is a non-editable PowerPoint Show: no planning or preparation is required. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session effortless.

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to choosing careers and jobs. It’s ideal for students aged 8-16 and will help them to think deeply about what they should do with their lives and how to find a career that does good in the world! 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 useful as a part of your schools SMSC provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: The difference between ethical and unethical careers The nature of good and evil in relation to work The importance of choosing our employers carefully   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 ethical and unethical livelihoods! The big question asked in this session is “What are the most ethical (& least ethical) jobs one can do?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical claims such as: “We shouldn’t work for companies that test their products on animals” “It’s better to get really rich and give lots of money to charity than work for a charity” “There’s no such thing as a 100% ethical business” “Our duty to provide for our families outweighs our duty to only do moral and ethical jobs” “Working in the arms/weapons/ defence industry is good because it helps to win important conflicts”   Students will also analyse and evaluate an eclectic mix of philosophical and ethical questions such as: What is the fundamental difference between an ethical livelihood and an unethical livelihood? In your opinion, which company does the most good in the world? Which industry does the most harm? Why is it important to think deeply about whether or not our chosen careers are truly moral? Which industries depend on harming the environment?   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 ‘Fun Philosophy Lesson’ is focused what it means to live a good life. It’s ideal for students aged 8-16 and will help them to think deeply about what they want (and should want) to get out of their lives! 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 useful as a part of your schools SMSC (Social, Moral, Spiritual & Cultural) education provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: What it means to live a ‘good life’ The nature of success The role of ethics and morality in leading a fulfilled life Living without regrets   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 law, crime, policing, justice, and the criminal justice system! The big question asked in this session is “What does living your best possible life look like?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: How would you describe ‘a good life’? Is being rich and financially successful the same as living a good life? To what extent does our happiness depend on our circumstances? Why are some people happy whilst other people are not? Is it possible for a hermit who lives alone in the mountains to be truly happy and to life a good life?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “The secret to living a good life is owning the most stuff” “Most people are happy” “Ultimately, it is the quality of our relationships with others that leads to a good life” “Good mental and emotional health depends on good physical health” “It’s okay to be selfish sometimes” “Our relationship to technology can be an obstacle to a good life”   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 ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to safe and responsible use of social media and online communication platforms. In this session we explore a broad range of ethical issues around internet use. 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 useful as a part of your schools PSHE/SMSC provision and is of particular interest to teachers of ICT/Computer Science and Design & Technology; it focuses on a wide range of topics such as: Cyber-bullying Internet Censorship & Free-Speech Piracy & Intellectual Property Rights Doxxing Staying safe online “Screen Addiction” The impact of social media on physical and mental wellbeing Misinformation & deep-fake content   We’ve aimed to cover as many bases as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss! The big question asked in this session is “How should we behave when using social media?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: Should social media platforms have a minimum age requirement? What are some good ways to defuse heated online arguments? Is it unethical to use ad-blocking software given that content creators often depend on advertising money? Which internet content, if any, should be censored by the government? How can people protect themselves against misinformation?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Schools should block all advertisements on the internet using ad-blocking software” “It is unethical to use social media to create a false persona.” “Parents should monitor their children’s internet usage at all times.” and “Anonymity should always be protected: no matter what a person says online”   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 ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to gaming, online gaming, video-game addiction, and Virtual Reality 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 useful as a part of your schools PSHE/SMSC provision and is of particular interest to teachers of ICT/Computer Science and Design & Technology; it focuses on a wide range of topics such as: How should we behave when using online games? How can we identify and minimise “gaming addiction”? What are the benefits of gaming for individuals and society? How will VR technologies impact society moving forward? Do violent games promote violent behaviours?    We’ve aimed to cover as many bases as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss! The big question asked in this session is “What is the difference between a healthy and an unhealthy relationship to gaming?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: If you were a parent, would you encourage or discourage engagement with videogames in your household? Would it be sensible to spend one’s life entirely in virtual reality if that virtual world was a perfect one? What are some signs that we are spending too much of our time playing videogames? Can virtual reality be used for educational purposes? Why does gaming seem to be more popular with boys than girls?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Video games should be considered a form of art, just like movies and music.” “Videogames can produce real benefits for people” “Video games are responsible for decreased physical activity and rising obesity rates.” “In video-games: the characters we kill should be male and female 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 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’ is focused on ‘wisdom’ and will get your students thinking deeply about the nature of wisdom, what it means to live wisely, and how they can cultivate wisdom. Since philosophy is, first and foremost, ‘the love of wisdom’: we consider this session to be of particular importance! 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 useful as a part of your schools performing arts provision and is of particular interest to PSHE and SMSC leaders it focuses on a wide range of topics such as: The nature of wisdom The difference between wisdom, knowledge, and intelligence How to cultivate wisdom What it means to live wisely The importance of choosing wise role-models in life   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 wisdom! The big question asked in this session is “What is ‘wisdom’ and how can we become more wise as individuals?”. 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 a wise decision and an unwise one? Why are some people wiser than others? What can a person do in order to cultivate wisdom over time? To what extent can wisdom be taught in schools? and What is the connection between being wise and being virtuous (being a good person)?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “There is a difference between intelligence and wisdom.” “Animals can be wise. Animals sometimes have their own wisdom.” “It is impossible to objectively and accurately measure wisdom in other people.” “Reading ancient texts that claim to contain wise words and sayings is a waste of time” “Science delivers useful knowledge but the scientific method cannot give us wisdom” and “Meditation can help people to become more wise and live more wisely”   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.

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. 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 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?    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!

Help students to protect themselves against misinformation and delusion with this powerful set of resources! In the age of misinformation teaching critical-thinking skills is an essential duty for teachers and schools. Aside from our standard ‘Fun Philosophy Lesson’ which will help you to trigger deep discussions and engaging debates about critical thinking with ease, this download also includes a special ‘Defence Against the Dark Arts’ lesson which is based on recent research that suggest ‘inoculating against misinformation’ is far more effective than trying to undo false beliefs retrospectively. The resource also includes our Logical Fallacy Training Pack which helps students practice their skills at detecting deceptive and manipulative arguments using the power of reason and logic! This philosophy teaching resource pack is of interest to all teachers working with students aged 8-16 and explores topics such as: The nature of critical thinking The value of scepticism Emotional biases in the pursuit of truth Logical Fallacies Reliable vs unreliable sources of information Detecting misinformation online The big question asked in this session is “How do we know if a particular claim is really true?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: Why is it important to be sceptical about what we read online? What might happen to a person who had absolutely no critical-thinking skills? What are the main sources of bias that influence your ability to wisely discern truth from falsehood? and To what extent is it possible to be 100% certain about anything?   Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “We can trust that what our parents and teachers tell us is definitely true.” “Our emotions and feelings can get in the way of our rational pursuit of the truth” and “We should be wary of people who hold extreme political views” As with all our resources, this session will help students to develop vital communication, social and interpersonal skills: healthy debates will help learners to practice ‘disagreeing in an agreeable fashion’. 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 thought-provoking philosophy teaching resource focuses on ethics and meta-ethics: instead of focusing on specific moral issues (which is covered in a different session on ‘Applied Ethics’ this re-usable lesson explores the fundamental nature of ethics, the difference between ‘right’ and ‘wrong’, the function of moral language, different theories of normative ethics, different ways of thinking about how we ought to live, and deeper issues around the metaphysical status of good and evil. This session is ideal for teachers who want to explore philosophy 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’; we’ve carefully selected the most significant issues and questions relating to normative ethics and meta-ethics so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The fundamental nature of good and evil Different ways of evaluating the morality of actions Virtue ethics and what it means ‘to be a good person’ Whether or not morality is absolute or relative (e.g. to different cultures and time-periods) The degree to which moral judgements refer to objective facts The degree to which moral judgements are baseless and arbitrary   The big question asked in this session is “What is the fundamental difference between good and evil acts?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What makes it reasonable to call a specific action “good”? Are there some actions that we can say are always evil in all situations, time periods and cultures? What is the role of empathy in compassion in determining the most morally correct course of action in life? and What is the most important virtue to cultivate in life?   Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Some actions are morally permissible even when they create suffering for others.” “Some people are born evil” and “It is impossible to truly know the difference between right and wrong, good and evil.”   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 flexible interactive philosophy lesson focuses on epistemology: the field of philosophy concerned with the nature of knowledge, different potential sources of knowledge, the difference between knowledge and opinion, and the different ways in which beliefs can be evaluated. The download includes a free bonus resource: a comprehensive teaching pack focused on logical fallacies and critical thinking. This session is ideal for teachers who want to explore philosophy with students and, aside from referring to more conventional epistemological issues, it also explores to the importance of critical-thinking and how students can detect misinformation online and discern between reliable and unreliable sources of information; we’ve carefully selected the most significant epistemological issues and questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of knowledge The difference between knowledge and belief Different ways of evaluating knowledge claims Intellectual virtues Obstacles that arise in the pursuit of truth This philosophy teaching resource also outlines and explains different epistemological views (such as empiricism, rationalism, fideism and scepticism). The big question asked in this session is “Is it possible to know anything with absolute certainty?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: To what extent can we rely on the senses as a source of knowledge? How do we evaluate the validity of different beliefs? and What drives the spread misinformation and how can we detect it?   Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “It is impossible to know anything with 100% certainty" “We should always be sceptical about what others claim to be true” and “One should never believe in something until one has experienced it personally” 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. This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking.     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.

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)