I work as a Head of Philosophy, Religion and Ethics in one of the country's highest achieving state schools.
I am passionate about ensuring that my subject is engaging, relevant and academically rigorous.
I devote time imagining, creating, differentiating and tailoring my resources so that the students benefit from quality teaching materials and I hope that they are of real benefit to your own practice.
I work as a Head of Philosophy, Religion and Ethics in one of the country's highest achieving state schools.
I am passionate about ensuring that my subject is engaging, relevant and academically rigorous.
I devote time imagining, creating, differentiating and tailoring my resources so that the students benefit from quality teaching materials and I hope that they are of real benefit to your own practice.
I teach this lesson at the start of the Relationships and Families thematic unit (Chapter 3).
I want students to understand the diverse world we live in and put the learning we will do into context. I also want the students to understand that we embrace all of them and are not interested in pigeon-holing them into badly defined categories of sexuality.
The aim here is to open the debate, challenge preconceptions, build a welcoming and open discussion environment and show them how relevant this topic area is to all of us.
A tailored reading for information sheet with an accompanying analysis triad.
Students are tasked with creating their own religious festival subsequently.
This follows on from my first A2 Compatibilism lesson on the features of Soft Determinist thinking and the form developed by Locke. With this foundation in place and with the appropriate language to hand, I ask students to analyse Hume and draw links between his language and the theory set out by Locke and the locked room thought experiment.
This information is taken in part from the Stanford Encyclopaedia and reformatted to be more easily accessible. plato.stanford.edu/entries/hume-freewill/
If you're struggling, the answers I give to the three types of liberty are as follows:
Liberty of Indifference: Being to choose against your will.
Liberty of Spontaneity: Being able to carry out your will unconstrained.
Hypothetical Liberty: Having a number of valid different options that you may or may not will to do and can do.
The previous lesson is available for sale here:
https://www.tes.com/teaching-resource/as-a2-compatibilism-soft-determinism-11124715
For use with discussion on Cartesian dualism. Ryle argues that dualists such as Descartes are fundamentally misunderstanding what the 'mind' is and explains their model as a 'category error'.
Why not first teach my lesson explaining Cartesian dualism?
https://www.tes.com/teaching-resource/descartes-substance-dualism-ocr-2017-a-level-soul-mind-and-body-11523728
A selection of images on the topic of 'humans' or 'humanity'.
I have used these images as stimulus for the assessment task in my KS3 SOW on human nature entitled 'What is a human?'
Find it here:
https://www.tes.com/teaching-resource/human-nature-what-is-a-person-complete-ks3-sow-and-resources-11068727
