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This multi-use interactive philosophy lesson explores ‘Philosophy of Mind’: the field of philosophy that studies the nature of the mind and how it is linked to the body. The session will also trigger fascinating discussions about ‘the problem of other minds’, how we know whether or not something has a mind, solipsism, how to study the mind, and the possibilities of generating artificial consciousness. 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 philosophy with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to philosophy of mind so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of the mind Qualities and properties associated with the mind The manner in which the mind can be said to exist The relationship between the brain and the mind   It outlines and explores the fundamental debate at the core of philosophy of mind surrounding mind-body dualism, physicalism, idealism as well as classic philosophical problems such as the problem of other minds and ‘The Hard Problem of Consciousness’. The big question asked in this session is “Do we ever experience anything other than our own mind?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as What is the mind made of? Do plants have minds? What is the size, shape, and location of the mind? How could you prove to someone else that you have a mind? and What is ‘the external world’ like beyond our mental representations of it?   Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “There is no ‘mental stuff’ in reality: only physical stuff exists” “The mind does not have a size” “One day humans will create a computer that has a mind or a conscious experience of existence” and “The colour red doesn’t actually exist in the world: it’s a mental quality that only exists in the mind”   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!

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 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. 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 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. 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!

This fun philosophy lesson focuses on aesthetics, art and the nature of beauty. Aestheticians ask questions like “What is a work of art?”, “What makes a work of art successful?”, “Why do we find certain things beautiful?”, “How can things of very different categories be considered equally beautiful?”, “Is there a connection between art and morality?”, “Can art be a vehicle of truth?”, “Are aesthetic judgments objective statements or purely subjective expressions of personal attitudes?”, “Can aesthetic judgments be improved or trained?” 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 of particular interest to Art Teachers and teachers of subjects that have an aesthetic component (such as Design, Crafts, and Textiles); we’ve carefully selected the most significant philosophical issues wrestled with by aestheticians both ancient and modern so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature and value of art Different ways of evaluating art The nature of beauty and the degree to which it is “in the eye of the beholder” Cultural and historical relativism in evaluating art and beauty The impact of AI in the creation of art   The big question asked in this session is “Is beauty an objective fact or merely ‘in the eye of the beholder’?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What makes one object “art” and another object “not art”? How should we measure the value of art? Why do people create art? What are the moral duties of an artist? How can creating art benefit our community and society?   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. 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.     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 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. 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.

This multi-use interactive learning session explores metaphysics, the field of philosophy concerned with the nature of reality, perception, and existence. Metaphysics also explores issues relating to causality (such as the free-will vs determinism debate), the nature of the mind and its relationship to reality, and more specific issues such as time and the nature of mathematical truths. This session is ideal for teachers who want to explore philosophy with students and might be of particular interest to teachers of science (especially physics); we’ve carefully selected the most significant metaphysical issues and questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of reality The degree to which we can perceive reality directly The nature of the mind and its relationship to reality It outlines and explores different metaphysical views (such as physicalism and idealism) as well as different theories of perception (such as direct realism and indirect realism). The big question asked in this session is “What is the nature of reality?”. 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 perceive reality directly? To what extent is reality an entirely material or physical system? How can a purely physical world generate minds, consciousness and mental experiences? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “It is impossible to know the true nature of reality” “Trees have experiences” and “The mind is not a material object” 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. 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 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. 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 learning session explores the greatest questions 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 a great way to inspire a love of philosophy; we’ve carefully selected the most significant philosophical questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature and significance of philosophical questions The importance of questioning skills, benefits of critical thinking and ‘questioning everything’ How philosophers go about answering philosophical questions The big question asked in this session is “What is the single most important philosophical question?”. 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 trust our senses? What is the size and location of the mind? To what extent is it possible to directly perceive reality?   Since the focus of this session is ‘ultimate philosophical questions’ we’ve aimed to provide a comprehensive range of deep philosophical questions so that students understand the scope of philosophy as a field of intellectual enquiry. Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Human beings are not free and free-will is an illusion.” “Claims about ‘good’ and ‘evil’ are not claims about reality: they are just subjective opinions.” “It is better to be born into a remote tribe in a jungle than to be born into modern society.”   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. 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 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 multi-use interactive learning session is an ideal way to introduce philosophy to young learners. 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. We designed this lesson not only to introduce philosophy as an intellectual discipline but to inspire a love of philosophical thinking. To this end this session explores topics such as: The nature of philosophy The different fields of philosophy (epistemology, metaphysics, ethics etc.) The philosophical method (of reasoned argumentation) The difference between knowledge and mere belief   The big question asked in this session is “What is Philosophy?”. Using a variety of engaging activities students will discuss and debate a range of other philosophical questions such as Why is it important to think deeply about things? To what extent is it important to question and challenge the assumptions we live by? What is the difference between intelligence and wisdom? To what extent is certain knowledge possible?   Students will analyse and evaluate an eclectic mix of philosophical claims that have been chosen to represent the extensive range of philosophical enquiry such as: “We should not trust our senses as they are too limited, easy to trick and unreliable” “It’s important to be a sceptic and to doubt claims we hear and read on the internet” “The biggest moral problem of our age is how we treat animals”   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 resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. 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 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!

This assessment wrapper is suitable for teachers of all subjects and is especially useful when doing practice exam papers. The assessment wrapper is delivered via PowerPoint and features fifty metacognition and self-regulated learning activity slides; twenty-five that can be used before assessments and twenty-five that can be used after assessments. It also features an interactive ‘randomiser’ feature so that teachers can quickly load up the PowerPoint and generate random reflection tasks for the start and end of lessons. Simply load up this PowerPoint when you’re doing assessment work with students: it will foster metacognition through its many pre and post-assessment student reflection tasks. Assessment wrappers are a straightforward way to foster metacognition and one of the most established and well-evidenced approaches to metacognition borne out by the research literature. Alternatively, this assessment wrapper (with over fifty activity slides) can be used by teachers to enhance presentations they have already made: teachers can simply copy and paste slides from this resource into their own work – allowing for a more precise and integrated assessment wrapper effect to be used in the learning process. This assessment wrapper (or exam wrapper) is of particular interest to teachers working with students who are preparing for formal examinations (e.g. GCSE exams) and is a great way to help them get more out of practice assessments!

This metacognition teaching resource serves two primary functions: To teach students how to use the metacognitive cycle (planning, monitoring, evaluating and regulating) in relation to essay-writing: developing essay-writing skills To use essay-writing tasks as a way to encourage metacognitive reflection and help students gain metacognitive knowledge: developing metacognitive and self-regulated learning skills The download includes an interactive PowerPoint presentation that can be used for multiple (x12) one-hour learning sessions as well as an accompanying information sheet about using metacognitive strategies for essay writing. The learning sessions guide students through the essay writing process and dedicate time to planning, monitoring, evaluating and regulating the essay writing process. Twelve metacognitive/ self-regulated learning reflection topic options are provided with hints as to what students might want to include in their essays. The topics are: Building On My Strengths & Weaknesses in This Subject Effective Revision & Exam Preparation Strategies How To Learn More During Lessons How My Behaviour Impacts My Learning & My Rate of Progress How Do My Emotions, Moods & Attitudes Impact My Learning? Metacognition, Self-Regulation & Independent Learning in This Subject What Could I Do Differently In Order to Maximise Learning? How To Boost My Learning Power The Ideal State of Mind for Learning & How I Can Cultivate It My Obstacles to Learning & How I Plan To Overcome Them Factors That Influence My Ability to Learn and Remember Learning What Approach to Learning Works Best For Me Essay topics 1-6 are subject-specific and can be used by teachers of any subject to foster metacognition and lead students towards metacognitive knowledge their particular school subject whilst essay topics 6-12 are general metacognitive reflection rubrics. Aside from metacognition and self-regulated learning, we hope to work with educators towards building greater levels of learner autonomy in students: to this end the essay-writing session instructions also guide students towards developing their own assessment criteria that they (at the end of each session) will use to evaluate their own work. This approach ties in neatly with the ‘planning’ stage of the metacognitive cycle and helps students to consider the task requirements before engaging with it. Teacher instructions are included (integrated into the PowerPoint file), the general lesson plan when using this tool is as follows: Introduction/Lesson Objectives Assessment Criteria Creation Essay Planning Stage Essay Writing Task (With Monitoring Break) Evaluation Stage Regulation & Target Setting Stage The resource will help students to cultivate essay-writing skills whilst fostering metacognitive reflection: steering students towards metacognitive knowledge about their own learning processes and how to improve them.

This download contains ten ICT Suite (Computer Room) learning sessions that are suitable for 1-hour teaching periods: they can be used by teachers of any subject working with students aged 11-16. Each session is a fully-resourced ‘zero prep’ lesson that encourages a high degree of learning autonomy and independence. We’ve taken a tried and tested lesson structure and connected it to our specialist topics: metacognition and self-regulated learning. Using a worksheet for guidance (and eventually peer-assessment) students spend the first 35-40 minutes of the lesson creating a presentation and the remainder of the session showing it to their peers and assessing one another’s work. The download includes PowerPoint instructions as well as a set of ten different worksheets which refer to different aspects of metacognition and self-regulated learning: five of the worksheets are teachers who wish for students to work in pairs and the other five are for solo work. The worksheets include a number of different topics for students to choose from – we wanted to bring autonomous learning into the design of this product and providing learners with options in these sessions is a way of empowering greater levels of autonomy. Aside from exploring important pedagogical topics (such as metacognition, independent learning, study skills, revision strategies and self-regulated learning) the presentations encourage students to connect these concepts to their own learning journeys: thus fostering metacognitive awareness and metacognitive knowledge. Aside from fostering these self-regulation and metacognitive skills, this approach to learning also helps to develop research skills, technical skills in relation to presentation design, and presentation delivery skills. The topics covered by the different worksheets are as follows: Metacognition (Solo Work) ‘How to Boost Learning in This Subject’(Solo Work) Revision Techniques & Revision Strategies (Solo Work) ‘Understanding How I Learn Best’ (Solo Work) ‘Boosting My Learning Power’ (Solo Work) ‘How To Succeed in This Subject’ (Paired Work) Being An Independent Learner (Paired Work) Revision Resources, Tips & Tricks (Paired Work) Metacognition & Self-Regulated Learning (Paired Work) Studying Skills (Paired Work) Some of the worksheets refer to subject specific reflections (e.g. #2) whilst others refer to more general metacognitive reflections and knowledge (e.g. #9). The worksheets include an integrated self-assessment system. Each worksheet uses the same basic structure and design, the worksheets cover different topics/options and can be used over time so that students improve each time they engage with the process. Since the worksheets (and PowerPoint files) are editable teachers can adjust contents to more precisely meet their students’ needs.

If you are using a video or documentary in your lessons then this is an ideal way of using metacognition to help students get more from it. This resource uses metacognitive questioning to enhance learning when students are watching educational videos or documentaries in lessons. It is suitable for teachers of all subjects and is applicable to video-learning activities on any topic: it should be used to enhance metacognition when students are learning from a video or documentary in lessons. Using the resource is easy: the PowerPoint contains numerous prompts, each with three metacognitive questions. Questions for before, during and after the video are clearly distinguished and the integrated menu allows you to switch to the different sections of the metacognitive process with ease. Simply show one set of questions to students before starting the video, one set of questions during a mid-point plenary, and one afterwards. The questions deal with a wide variety of different topics in relation metacognition and self-regulated learning: they aim to trigger student reflection on their own engagement with the learning process, thus allowing them to plan, monitor, evaluate and regulate their learning more effectively.

This download is useful for any teachers who are hoping to foster critical thinking skills in KS2 or KS3 students. This resource pack contains: A double-sided A3 poster/table that identifies, describes and exemplifies 32 common logical fallacies A 32 question ‘Logical Fallacy Quiz’ (with a teacher’s answer key) An ‘analysing and evaluating philosophical arguments’ activity’ The A3 poster/table is an excellent resource in and of itself and can be used for other activities in the teaching of critical thinking skills. The quiz is designed to be used alongside the table: students work in pairs or teams to identify examples of logical fallacies. There are 32 questions - which should be ample for a long lesson. This activity can be differentiated by changing team sizes and/or shortening the quiz (allowing for more reflection time). A smaller activity is also included: it introduces the idea of ‘philosophical arguments’, soundness, validity - and provides examples of simple philosophical arguments for young learners to analyse and evaluate. This resource is designed with KS2 and KS3 students in mind.

This resource includes a colourful double-sided A3 worksheet (or poster) outlining the 32 most common logical fallacies. Each logical fallacy is briefly outlined and is accompanied by at least one example to illustrate it. It includes two versions - one is slightly simplified, with the background removed, so as to save printer ink and be more black & white printer friendly. This resource was designed with KS2 and KS3 students in mind.

This printable workbook is suitable for homework, classwork or distance learning: it will help your students to get more from watching documentaries and videos. This colourful printable booklet includes ten learning sessions spread over twenty pages. You could also just print a couple of pages from this workbook to create a worksheet for an instant video-learning lesson: ideal for cover lessons! This teaching resource is designed for GCSE Geography and deals with the 'Urban Issues & Challenges ’ component of the specification. The workbook is suitable for all specifications but was based around the latest AQA specification. The workbook includes links to ten different documentaries or lengthily videos and straight-forward note-taking and comprehension activities so as to structure and foster engagement with the documentary whilst enhancing student learning. The twenty-page workbook was designed with homework in mind and contains ten different homework sessions. I would suggest using the booklet as a simple way to take care of ‘every other homework’ and use it to supplement your other approaches to homework: just print the booklets out and give them to your students. You can also use the booklets just as well in a classroom setting and they are incredibly easy to use such that even a non-specialist cover-teacher could make use of them. They’re also an ideal way to bolster your distance learning provisions in times of student absence. Over time some of the links in this workbook might expire, I’ll try to update them from time to time but the workbook is easy to edit - so make sure you check that the links still work before printing and update any broken/defunct links that might crop-up! I’ve done my best to include links to the best videos available for this topic: teachers should ensure that the video links included are suitable for their specific classes. 51���� Adam Godwin (2020)

This printable workbook is suitable for homework, classwork or distance learning: it will help your students to get more from watching documentaries and videos. This colourful printable booklet includes ten learning sessions spread over twenty pages. You could also just print a couple of pages from this workbook to create a worksheet for an instant video-learning lesson: ideal for cover lessons! This teaching resource is designed for GCSE Geography and deals with the ‘The Living World’ component of the specification. The workbook is suitable for all specifications but was based around the latest AQA specification. The workbook includes links to ten different documentaries or lengthily videos and straight-forward note-taking and comprehension activities so as to structure and foster engagement with the documentary whilst enhancing student learning. The twenty-page workbook was designed with homework in mind and contains ten different homework sessions. I would suggest using the booklet as a simple way to take care of ‘every other homework’ and use it to supplement your other approaches to homework: just print the booklets out and give them to your students. You can also use the booklets just as well in a classroom setting and they are incredibly easy to use such that even a non-specialist cover-teacher could make use of them. They’re also an ideal way to bolster your distance learning provisions in times of student absence. Over time some of the links in this workbook might expire, I’ll try to update them from time to time but the workbook is easy to edit - so make sure you check that the links still work before printing and update any broken/defunct links that might crop-up! I’ve done my best to include links to the best videos available for this topic: teachers should ensure that the video links included are suitable for their specific classes. 51���� Adam Godwin (2020)