This download includes 6 video-learning worksheets. They are designed for RE/RS teachers: 3 are A4 and 3 are A3, both are double-sided. Just give the students the worksheets and play a documentary or video-playlist of your choosing. They are suitable for any religion and any topic at all key-stages. Just pick a worksheet from the six for students to add to: all you need to do is occasionally pause to check learning (or adds details if they struggle to multi-task!) and maintain a bit of classroom presence to check that they are adding details. Perfectly useful for KS3, KS4 or KS5.

This complete lesson was professionally designed for the new AQA Religious Studies GCSE specification. It is for the 'The Existence of God and Revelation' theme, it deals with the topic of 'Special Revelation'. This download includes: -An editable PowerPoint file -A double-sided A4 Worksheet (.doc) -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) This lesson is designed to be used with an ICT/Computing Suite: students will need access to computers for this lesson as it is based around them creating a PowerPoint presentation. We take considerable time making the highest quality lessons and we believe these are the best GCSE Religious Studies resources money can buy, positive reviews are greatly appreciated. Feel free to contact me: godwin86@gmail.com - if you have any questions or requests. PLEASE NOTE: Minimum system requirements: 512MB RAM, 1.5ghz processor. Microsoft Office.

This complete lesson was professionally designed for the new AQA Religious Studies GCSE specification. It is for the 'Religion, Poverty & Wealth ' theme. This download includes: -An editable PowerPoint file -A double-sided A4 Worksheet (.doc) -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) This lesson is designed to be used with an ICT/Computing Suite: students will need access to computers for this lesson as it is based around them creating a PowerPoint presentation. We take considerable time making the highest quality lessons and we believe these are the best GCSE Religious Studies resources money can buy, positive reviews are greatly appreciated. Feel free to contact me: godwin86@gmail.com - if you have any questions or requests. PLEASE NOTE: Minimum system requirements: 512MB RAM, 1.5ghz processor. Microsoft Office.

This PowerPoint features 100 debates relating to sexual ethics and sexual heath. It also features a 'ramdomiser' so that debate topics can be summoned at random. This PowerPoint can be used for multiple PSHE sessions and should be considered an essential download for all those who deliver Sex Education. Each debate asks students to move from one side of the room or the other to make their position clear: teachers should then use questioning to foster a debate between students, encouraging them to present reasons for their choice and defend their position. Debates typically last 5-10 minutes each. The topics covered are broad, progressive, modern, often controversial and sometimes even a bit far-out (e.g. there's one about robotic prostitutes!). One of the aims of the PowerPoint is to use reason and critical thinking to examine sexual ethics whilst challenging social norms and conventions where they may be unhelpful. Teachers are advised to check, in advance, that the debates are suitable for their classes/years/schools/contexts etc: the PowerPoint is easily editable if you need to make any changes. I have tried to choose topics that are abstract enough that students should be able to answer freely without any social-risk or too much personal revelation (e.g. about their own sexuality etc).

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.

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 ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate dance and dancing. It’s ideal for dance teachers to use with students aged 8-16 in order to help them understand the importance of dance on a deeper level. This interactive multi-use learning session is useful as a part of your schools performing arts provision and is of particular interest to teachers of dance it focuses on a wide range of topics such as: The value and purpose of dance The evolutionary psychology of dance Ecstatic Dance and the role of dance in spiritual development Ethical conduct and good manners on the dancefloor The importance of dance in social and emotional development The benefits of dancing for wider society and culture Dance Movement Therapy and the role of dance in fostering good mental health and treating mental illness . . The big question asked in this session is “Why do people dance?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What, fundamentally, is dance? Why do some people enjoy dancing to music that evokes “negative” emotions such as anger, rage, tragedy or sadness? In what ways might a psychotherapist use dance as a tool for healing and treating mental illnesses? Why might dancing in a group or with a partner be uniquely beneficial in comparison with dancing alone? To what extent is it reasonable to say that “it is human nature to dance”? To what extent is there something politically rebellious about dancing freely and expressing oneself through dance? In terms of what one is doing with one’s mind: what is the essence of “skilful dancing”? . . 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 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!