51ºÚÁÏ

22 beautiful colour-backed quotes to brighten up your corridor/classroom windows from thinks ranging from Aquinas to Simone De Beauvoir. Print straight onto OHP transparent film (it still exists and is cheap to buy). Cut to square along the line. Then use double-sided tape or stick dots to attach to windows and let the sun illuminate to brighten up your environment.

Simple bullet-point numbers to dot along your classroom wall. To use: get students on their feet and ask them to make a human chart by standing somewhere along the axis to represent their individual agreement/disagreement or confidence. If you want to anonymise student views, give students a paper survey to complete, then take these in and hand out randomly, asking students to represent the view on the paper they’ve been given.

Help students understand how their learning in Philosophy/RS prepares them brilliantly for a diverse range of careers. Each job role includes a targeted description for what the subject does for us as workers. A brilliant way of attracting students in the post-AI job-market. There are two versions available, one uses the term ‘Religious Studies’ and one uses the term ‘Philosophy’ throughout. Included careers: Law Tech and AI Academia Government Business Finance Journalism Intelligence Humanitarian Education Marketing Ministry Medicine

One of the most useful displays in my classroom is the skills ladder. It helps to scaffold your feedback dialogues with the class and to encourage students to understand how their thinking/answers/work fits into what we’re aiming for. e.g. ‘That’s a really clear explanation, can you elaborate with a teaching/example?’ e.g. ‘That’s some good evidence to support your response, can you try and justify it more fully with better reasons?’ You might want to adopt the assessment framework fully (two-page summary document included) or just use the different skills within your current approach. The framework has been carefully designed based on our experience of the ambiguities of a post-National Curriculum Levels (remember that?) landscape. Included are the core disciplines as a skills ladder: AO1 Understanding AO2 Evaluation Alongside this, there is a display detailing and breaking down facilitative subject skills: Oracy, Essay Writing, Collaboration and Rhetoric.

Some of you may have my original Philosopher Timeline in your classrooms. Thank you for your support and I hope it’s been useful throughout that time. Ten years later I’m unveiling a brand new timeline display. After taking the time to reflect on the previous timeline, I’ve made some modifications in order to: Support cognitive load and reduce distraction by removing description text. Foster student interest through eye-catching, coherent and clear pictures. Improve representation across the board (fewer dead white men as a proportion). Refine and broaden the thinkers referenced in line with current RS/Philosophy qualifications. Thinkers now pop with a new art-style that is consistent, clear and memorable. Names and dates take centre-stage and unnecessary clutter is gone. The timeline is intrinsic to my practice and it’s referred to multiple times a lesson, from Y7 to Y13. Students repeatedly report how useful it is to be able to visually grasp the chronology and how this lowers cognitive load. There are now over 100 thinkers available each with an optional quote bubble. I’m also more than happy to create additions as you request them, if your particular course requires someone who is missing. I’ve taught both the OCR Religious Studies and, more recently, the AQA Philosophy A-Level course and I’ve combined both sets of thinkers here along with others who might be useful at GCSE and KS3. I recommend they are printed at A4 on ‘actual size’ print setting. I’ve laminated mine and then cut to the edge with a guillotine. The base pack includes: A J Ayer Alasdair MacIntyre Alister McGrath Alvin Plantinga Angela Davis Anselm Anthony Flew Aristotle Augustine Ayn Rand Basil Mitchell Bernard Williams Bertrand Russell Boethius C L Stevenson Carl Jung Charles Darwin Copernicus Daniel Dennett Daphne Hampson David Chalmers David Hume Dietrich Bonhoeffer Edmund Gettier Elizabeth Anscombe Emil Brunner Ernest Sosa Frank Jackson Fredrick Copleston Friedrich Nietzsche G E Moore Gandhi George Berkeley Germaine Greer Gilbert Ryle Gottfried Leibniz Greta Thunberg Guru Nanak Gustavo Gutierrez Hannah Arendt Harriet Mill Henry Sidgwick Heraclitus Immanuel Kant Irenaeus Iris Murdoch Jean-Paul Sartre Jesus Jeremy Bentham Jo Marchant John Calvin John Hick John Locke John Mackie John Stuart Mill Joseph Fletcher Julia Annas Julia Galef Karl Barth Karl Marx Karl Popper Karl Rahner Kieth Ward Lewis Carroll Linda Zagzebski Ludwig Wittgenstein Martha Nussbaum Martin Luther Martin Luther King Jr Mary Daly Mary Warnock Noam Chomsky Norman Malcolm Paul Pelagius Peter Geach Peter Singer Philippa Foot Plato Rene Descartes Richard Dawkins Richard Hare Richard Swinburne Robert Nozick Rosalind Hursthouse Rosemary Ruether Siddharta Gautama Sigmund Freud Simone De Beauvoir Soren Kierkegaard Steven Law Teresa of Avila Thomas Aquinas Thomas Hobbes Thomas Nagel Vandana Shiva W E B Du Bois William James William Paley

This display pack is designed to engage students in reflecting on their thinking and argument. The pack includes two displays: Logical fallacies covering a range of 21 examples of irrationality including: Strawman, slippery slope, ad hominum, black or white, appeal to authority, bandwagon, middle ground, begging the question, non-representative sample, moral equivalency, non sequitur, red herring, splitting hairs, non-testable hypothesis, anecdotal support, genetic, post hoc ergo propter hoc, appeal to tradition, appeal to emotion, affirming the consequent and denying the antecedent. Cognitive biases covering a range of 18 reasons why we all fail to be objective including: Anchoring, confirmation bias, declinism, framing, fundamental attribution error, the halo effect, backfire effect, reactance, groupthink, belief bias, availability heuristic, clustering illusion, conservatism bias, blind spot bias, the ostrich effect, zero risk, in-group bias and the Dunning-Kruger effect. All of the displays are styled in a high contrast white on black or black on white (apart from the red herring of course…) They are eye-catching and informative for your students of all ages from Year 7 through to Year 13. Great for an RE, Philosophy or Psychology classroom. Maybe these should be in every classroom - just think about the world we could create! Instructions: Just cut around the shape leaving a small border of white. You could create a board for each or put both together! I’ve uploaded a model of how they look in my classroom.

I love teaching these fundamentals of philosophical argument. The lesson goes through what is meant by: a priori knowledge a posteriori knowledge analytic statements synthetic statements deductive arguments inductive arguments I use a range of examples to explain and to test knowledge. Included also is a a brief run down of AO2 considerations: How do you defeat a deductive/ inductive argument? What is the difference between valid and sound reasoning?

Spice up your GCSE feedback with these spiffing cover sheets. I've broken down the mark scheme to make accurate feedback based on the assessment criteria a breeze. Just tick boxes and circle scores. On the reverse is a reflection task where students set targets. It also includes a swish multi-purpose thermometer for all sorts of miscellaneous measuring.

Spruce up your assessment feedback and reflection time. How to use: Step 1: Students fill in the topic, name and date then add targets from previous essay on the reverse side. Step 2: Write an essay, attach cover sheet and hand in. Step 3: Teacher circles mark on criteria. Highlight in green what has been done, pink what hasn’t. Step 4: Fill in teacher feedback on reverse. Step 5: Students complete reflection on cover sheet and choose three targets. Super-charge your DIRT by highlighting a paragraph that needs improving in line with your feedback before handing back. Ask students to redraft. Immediate progress!

Lesson designed to enable students to give arguments for and against and evaluate our duty to shelter refugees in the UK. The lesson is designed as a KS4 RE lesson though source content is not expressly religious in nature and therefore I believe the lesson could be employed in other subject areas. This lesson follows on from an introduction to Human Rights but if students don't have their own copy of the Universal Declaration of Human Rights, they will need to be provided with one to complete the starter if you choose to use it. The source material is taken from recent publications and is designed to allow for stretch and challenge at the top end. There are a large number of sources available and you may wish to choose to omit some based on time pressure and/or ability range of students, though they should be able to differentiate for themselves since the sources are designed to be traffic lighted using different colours of card. I hope you find it enables students to respond with evidence and justification to this relevant and engaging debate.

This is a tutor time activity we have used across all year groups. Students discussed the questions (choosing slides appropriate to the year group) and created a large collection of tiny torn pieces of red/blue paper. You can then arrange these into the shape of the union flag to display as a representation of your school's attitude to British values.

I use this sheet to organise a student's thinking and questions when they interview each other.

BRAND NEW scheme of work which runs over 9-10 lessons on the topic of human nature, for use with KS3. Addresses questions of human nature, value, purpose and free will. Builds critical thinking, analysis and independent learning. Student-led and with rigorous AfL throughout. All resources of a wide variety for all lessons are included. Games, card sorts, learning grids, reading and much more. Complete SOW document included with lesson sequence, differentiation, key skills and suggested homework/continuation opportunities. Powerpoint for every lesson. This really is ready to go straight out of the box! Lessons include: 1. What makes you, you? Explore ideas of body and soul with your students and introduce them to dualist and materialist views. 2. How much is a person worth? Ask your students to make some tough decisions and pin down what gives life value. Compare and contrast these with philosophical and religious standpoints. 3. Are humans special? Consider what sets us apart from other creatures and address the question of our unique position and status. 4. What is the purpose of human life? Give your students an opportunity to reflect on their ideas of the good life and what gives life meaning. Compare these with others and consider the implications for us as people. Compare their views with philosophical and religious perspectives. 5. How free are human choices? Assessing the idea of free will and outline some constraints on freedom. 6. What does the future hold for humanity? Reflect on the modern world and our technological advancement and consider the ethics of memory manipulation, artificial intelligence and designer babies. 7. Creative assessment which runs over 3-4 lessons with planning and reflection. And finally, a massive thank you to the more than 150 of you who have purchased the SOW!

***NOW INCLUDES KS3 CARDS as seen in the complete 'What is a person?' scheme of work.*** For use with teaching moral responsibility, free will, libertarianism and determinism. I have used the game with the AQA and OCR Religious Studies A2 , though it can be useful in a variety of situations. The game will encourage students to develop responses to the following questions: - What is free will? - How free are we? - What limits our freedoms? - What is necessary for a free choice? - How do culture, upbringing or genetics have an influence on our opinions of free will?

STOP! This bundle is still available but our latest and greatest Massive Display bundle can be found here: /teaching-resource/resource-13287219 ^^^^^^^^^^^^^^^^^^^^^^^^^^ Firstly, I’d like to say a HUGE thank you to the more than 1000 of you who have downloaded this display pack! I hope your classrooms look gorgeous! This is a complete 200+ page pack of a number of classroom displays that I have developed over the last couple of years to invigorate my department. Two updated booster packs have already been added. Original Display Pack: - Philosophers and Religious Figures Timeline (Over 40 thinkers with pictures, dates and outlines of their thinking). - Famous quote callouts to add along the timeline (one for almost every philosopher). Get students talking! - Custom-made colourful lettering for timeline eras. - Over 20 ethical and philosophical questions in colourful speech bubbles to inspire thinkers in your classroom (A great one for open-evenings or tutor time discussions!) - Steps/Levels display with optional number arrows. Department levels policy documents included. - ‘How to’ guides for all displays. Booster Pack 1: - Philosophical Language Literacy Display with sentence starters for knowledge/explanation and assessment/evaluation. - Agree --> Disagree continuum signposts to make human bar charts in your classroom! - Blooms thinking guidance for teachers with question prompts. Great for shrinking and sticking on desks or displaying at the back of the room. Booster Pack 2: - A raft of additional thinkers to give greater flexibility to the Philosopher Timeline across exam boards. - Quotes for every new thinker of course! I’ve also added another high-quality display pack covering Logical Fallacies and Cognitive Biases. Find it here: /teaching-resource/logical-fallacies-and-cognitive-biases-display-pack-philosophy-psychology-11925635

The empathy person task is a way of showing understanding of concepts/ideas or events by forcing students to categorise their thinking. I've used this task to accompany video material often. Such as the key events like Passover ('Prince of Egypt' works well for this) or ritual events like weddings/funerals. I've used it when teaching prejudice and discrimination, wealth and charity, the list goes on.

KS3 RE Assessment. Three or four lesson assessment task. I use this as the culmination of a Year 8 SOW on the holocaust entitled 'Faith and Suffering'. The lesson could be adapted for use in History SOWs. Lesson one: You require the PPT slideshow, the memorial stations (preferably printed onto A3 and laminated) and the ideas board. I encourage students to write on the stations sheets using board pens so they can be rubbed off and re-used. The ideas board can be set as a homework. Lesson Two (possibly with an additional lesson): Students working in pairs to complete the A3 proposal blueprint for their own memorial design. Lesson Three: Students to write a letter to the local council to ask permission to erect their memorial. This is individual work to be levelled alongside the pair work.