STOP! This bundle is still available but our latest and greatest Massive Display bundle can be found here: https://www.tes.com/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: https://www.tes.com/teaching-resource/logical-fallacies-and-cognitive-biases-display-pack-philosophy-psychology-11925635

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

Hi all, In this lesson we open up the conversation around differing perspectives on art. What is art? How come some people will send thousands of pounds on something classed as ‘art’ whilst others don’t even think it should be art. This ethical discussion then opens up the conversation surrounding pornography and perspectives on this being an art form. Remembers to set ground rules at the start of this lesson to ensure that everyone is respectful of other views. Have fun, Liz

This topic, suitable for Year 8s and 9s, explores how each of the six major world religions express their belief through art. Lesson 1 - How is Christianity represented through art? + Unit Plan for students’ books Lesson 2 - How is Islam represented through art? Lesson 3 - How is dance incorporated into Hinduism? Lesson 4 - How did Jewish artists document the Holocaust? Lesson 5 - What is the martial art of Gatka? Lesson 6 - What is the symbolism used in a Tibetan Mandala? Please ensure you read the speaks notes at the bottom of the slides entitled for instructions/suggestions.

This is a very simple plan which contains three different ideas for delivering online zoom lessons. Each activity should last 45 -60 minutes. It could be used with Google Hangouts or another online service but the break out room feature really allows for fun, engaging and motivating activities. The activity is best pitched for Year 3 (Grade 2) to Year 6 (Grade 5) year groups.

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!

A comprehensive Art Department Teacher handbook covering vision, philosophy, health and safety, expectations of students, course descriptions and more. The handbook provides a fully editable resource which can be modified to suit all Art departments.

This download contains an editable 50+ slide PowerPoint featuring philosophical debates about art, aesthetics and design. It also contains a ‘randomiser’ slide so that debate topics can be selected randomly. Aesthetics is one of the major established fields of philosophy: this tool is an excellent cross-curricular resource that aims to bring P4C into the Art & Design classroom. Debates take an ‘agree or disagree’ format: students are asked to move from one side of the room to the other depending on their response to the statements that appear. This format allows teachers to foster debates and discussions between students, it can be helpful to ask students to justify their reasons and use sensible arguments. Questions you might ask include: “What is wrong with the other position in your view?”, “Why did you choose to stand where you’re standing?”, “Why do you think people disagree so much about this question?” It is best to encourage students to pick a side rather than float in the middle: but it can also be fun to allow students to change side as the debate progresses, so that students can try to persuade one another to move. This is a great resource to use at the end of lessons if you have a few minutes left, it can be used as an entire lesson or revision session. It’s a fun way to introduce a course or to use as an ice-breaker with new classes, and can also be used by tutor groups as a whole-school initiative. Check-out some of my most popular resources: .    GCSE Sociology Resources Complete Units (Whole Course) .  Philosophy for Children (P4C) The Ultimate P4C Resource Pack The Debating Society Toolkit Philosophy Boxes . Other Tools A3 DIRT Worksheet (15+ 5-star ratings!) KS3 RE Units

The Philosophy Boxes Method is a new approach to P4C designed for students in KS1, 2 & 3: it is graphically stimulating, engaging, and fun. This download is also suitable for older students: but the format was designed with younger students in mind. The topic of this Philosophy Boxes presentation is: “Art, Aesthetics & The Nature of Beauty” The aim of Philosophy Boxes is to bring philosophy and critical thinking into every subject at every level: we believe that any subject becomes philosophy when students are asked the right questions and when they think about a topic hard enough and on the deepest (most fundamental) level. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities [that use 1 of 8 different formats]. The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. The nature of the design is that it can be used for short sessions (5-10 minutes) or much longer sessions (up to 2 hours!) - it allows for classroom practitioners to be flexible and adaptable. It can, therefore, be used in lessons or as a tutor-time activity. The download includes a PowerPoint Show; if you would like an editable PPT presentation so that you can make your own ‘Philosophy Boxes’ presentation you will need to download the template here: https://www.tes.com/teaching-resource/-the-philosophy-boxes-method-template-for-creating-your-own-philosophy-boxes-lessons-p4c-p4k-11463227 A complete selection of Philosophy Boxes lessons can be found here: https://www.tes.com/resources/search/?&q=philosophy+boxes+godwin86 You can also save money by purchasing lessons as bundles.

An introduction into philosophy, given to a KS4 class. One slide is a research task which the class did on school computers/iPads, but the lesson could be done without. The lesson includes many videos so non-specialist teachers can teach it. Learning Objectives: Define what philosophy is Compare the different types of knowledge and reasoning Debate philosophical questions

This knowledge card set includes 10 cards offering an overview of Bruce Lee, covering his early life and training in Hong Kong, creation of Jeet Kune Do, groundbreaking martial arts philosophy, iconic film roles and choreography, physical conditioning and innovations, cross-cultural impact, writing and teaching legacy, influence on modern MMA, personal philosophies on self-actualization, and enduring status as a pop culture icon. The text and images were generated with AI.

Introducing the different areas of philosophy and explaining how they link to the 2014 AQA syllabus. Ends with an introduction to Epistemology "what is real?" card sort.

This is a complete unit of work introducing students to the Spirited Arts Competition run by NATRE each year. This resource includes enough content for 7 lessons (designed as 50 minute lessons but would easily fill 1 hour lessons).It was designed for Year 7 in my school, but would be suitable for any KS3 year. There’s a range of different resources and activities to keep students engaged and encourage independent learning. MINIMAL PRINTING It includes: A tracker for the whole of my Y7 schemes of learning, featuring this as the third unit Progress map for students to highlight after each assessment in the year Common misconceptions and how to respond to feedback advice page Why are we learning this? Page Spirited Arts Introduction and planning sheet Christianity + Art lesson (including 4-mark Q - explain - key skill test) ‘Explain two…’ 4-mark question making sticker templates (ready to print on consortium stickers - pack of 8 - 99mmx68mm) Islam + Art lesson End of Year assessment (that includes questions from my other 3 Y7 units of work that are uploaded on TES) DIRT lesson Spirited Arts Gallery lesson End of Year Blooket lesson covering all 4 units Y7 will have covered 2 pieces of fully resourced homework (1 revision based for a End of Year Assessment, and 1 project based of their spirited arts work) All learning objectives are based around ‘know, apply, extend’ and differentiation is present in the form of sentence starters, excellence challenges and model answers. This is complete and ready to teach! Non-specialists have used it and followed it with ease. Hopefully this will save you time and energy :) Please leave a review!

From my sample scheme of work using AQA Religious Expression. GCSE question has been tailored for OCR as pupils are due to start the Philosophy and Ethics course in January unless we change to AQA. This is a taster to see how they react to a more creative approach. Please leave feedback.

A wide ranging discussion about art theory and debate about What is Art?

This book is intended to help teachers who are preparing their students for AS-level or Higher Grade studies in philosophy of religion. The topics chosen are common to most syllabi. Keywords DESIGN ARGUMENT - INTELLIGENT DESIGN - CREATION & EVOLUTION - PROBLEM of EVIL - RELIGIOUS EXPERIENCE - QUANTUM THEOLOGY It could be used either as a taster course for GCSE students who may be considering philosophy of religion studies; or as an introductory course for AS-level students or as a ‘stand alone’ course with students undertaking a general RE course in Y10–Y13.

Four lesson plans including classroom activities, assignments, homework, and keys as well as: Multiple choice quiz questions in an excel format Glossary of keywords and concepts in an excel format Open questions adaptable for debates, presentations, and essays Recommended resources to provide you and your students with a comprehensive list of trustworthy references on the topic (includes all media types: videos, texts, primary resources, maps, podcasts, 3D models, etc.) Tools to give your students such as tips to write a great essay Tools to make your life easier, such as marking grids All our education material is varied and built to develop middle and high-school students’ skills to succeed in social studies. You will also find several alternatives in the lesson plans to allow for differentiation and adaptation to your students’ level of ability. This pack includes all of the following topics: Greek Drama Greek Architecture Greek Philosophy Greek Art We are a non-profit organization and it is one of our goals to provide quality material to teachers by building engaging courses and finding reliable sources.