A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

A 35 -60 minute lesson plan aimed at Key Stage 3. Included files are a lesson plan and powerpoint file with all necessary questions and linked videos. This resource has been updated to take into account the feedback received making the learning objectives clearer. The Powerpoint/Google Slide also progresses through the lesson in a clearer systematic process. This lesson explores the ethical dilema about what people to save in the event of a train crash. It is a fantastic resource for generating interesting debate and discussion.

This 28-slide PowerPoint presentation is professionally designed to engage students, create lively discussions, and provide a succinct summary of Utilitarianism. While Jeremy Bentham was the first to present Utilitarianism in a somewhat systematic fashion, the most articulate expression of theory was by 19th century philosopher John Stuart Mill. One of the strengths of this presentation is that several of the most important statements by Mill are directly quoted. The following topics are addressed: Normative ethics Brief summary of Virtue ethics Brief summary of Deontological ethics Quotes by Mill The Greatest Happiness Principle Mill’s definition of happiness Mill’s response to his critics that claimed his theory was a philosophy for swine The difference between Act and Rule Utilitarianism The famous Trolley Carts scenarios (with images)

For A2 AQA Philosophy teachers/students. This .zip file contains a word document with model answers to the following questions: -Explain Kant’s claim that no action is completely moral unless it is done out of duty alone. (12) -Critically Evaluate Kant’s Moral Philosophy (25) -To what extent does Kantian ethics resolve some of the problems with utilitarian ethics? (25) -“Kant’s Moral theory is insufficient in responding to the challenge of simulated killing.” Evaluate this claim.(25) -Evaluate Kant’s response to the issue of Animal Rights (25)

Designed for teachers using the new AQA Philosophy specification (teaching from 2017 onwards). This revision session covers the ‘Physicalism’ section of the specification (discussing hard and soft behaviourism). The topic is a part of the Metaphysics of Mind component of the A2 course. This download contains one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. It includes a fully animated revision session PowerPoint and a set of ‘silent debate’ A3 worksheets. All resources are editable. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Philosophy Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson. Copyright Adam Godwin (2017) [Godwin86] godwin86@gmail.com

Designed for teachers using the new AQA Philosophy specification (teaching from 2017 onwards). This revision session covers the ‘Eliminative Materialism’ section of the specification. The topic is a part of the Metaphysics of Mind component of the A2 course. This download contains one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. It includes a fully animated revision session PowerPoint and a set of ‘silent debate’ A3 worksheets. All resources are editable. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Philosophy Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson. Copyright Adam Godwin (2017) [Godwin86] godwin86@gmail.com

The A Level Philosophy Stretch and Challenge Workbook makes it as easy as possible for you to stretch and challenge the thinking of your most able students. The workbook is self-contained and ready to use. It is thirty pages long, containing a wide range of stimulating, high-level activities. These are based on critical, creative and conceptual thinking, as well as the top two levels of Bloom’s Taxonomy – synthesis and evaluation. Simply print off the workbook and give it to your most able students. They can then use it during lessons, when they have finished the main activity, or as the basis of challenging homework tasks. The A Level Philosophy Stretch and Challenge Workbook is a perfect complement to the Stretch and Challenge Grid and the Stretch and Challenge Generator. All three together allow you to differentiate incredibly effectively for your most able students, with little or no planning required.

An introductory presentation for a Unit on History AoK for IB TOK course which includes activities for students.

A Master of Laws (LLM) is a postgraduate degree designed to enhance your academic legal knowledge, particularly focusing on specific areas of interest. The course has been specially designed for law and non-law graduates who want to gain a Master’s qualification in law while developing an in-depth knowledge of different mediation and arbitration techniques and practices.

Useful for studying Nietzsche at A Level. Clip included.

These tasks lend themselves to the revision of any topic or content subject and all you have to do by way of preparation is apply the tasks to the specifics of your subject and provide the postit notes. Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. At the end of the lesson ‘end show’ to get back to slide 1 for the next lesson. Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.

Overview of the Paschal Mystery. With Exam question and worksheet in the power point.