SYDNEY SECONDARY COLLEGE LEICHHARDT CAMPUS

YEAR 10 PHILOSOPHY
INTRODUCTION TO THE COURSE
COURSE OUTLINE
TERM 1 INTRODUCTION TO PHILOSOPHY
What is philosophy? Introduction to the who, what, when, where, why and how of philosophy. Definitions.
Influential philosophies and philosophers that have had a major impact in history.
Societal and cultural Values. What are ethics, morals and logic?
Philosophical foundations for religion, science, maths and law in our society? Comparing and Interpreting
value systems?
How to develop critical thought and reasoning? (Sharing ideas)
Aesthetics, quality and value. Effects on our senses in our decision making and reasoning. How do we judge
and value quality?
What is right and what is wrong? What is truth? (Subjectivity and objectivity) What’s the benefit of being
truthful?
Decision making skills. *Preparing and submitting a research project.
*Sophie’s World

TERM 2 INFLUENTIAL PHILOSOPHERS

Unit Introduction. Influence of philosophy on religion and politics, Impact of specific philosophers.
Serving masters and/or the community. (Chiefs>Kings>Prime Ministers)
The individual within society.
“I think therefore I am”.

TERM 2/3 PHILOSOPHY IN THE MODERN WORLD

The evolution/devolution of economic and societal values.
Philosophies used to sustain society.
Orwellian values in today’s world.
Contemporary philosophies: Chaos theory and string theory.

TERM 3/4 THEORIES ON THE FUTURE

Looking at the future.
Ecological Philosophies.
Philosophies used to sustain society.
Cyber-argumentation.

*This term’s work will be modified.

Assessment Schedule

The assessment schedule should be in the Year 10 Assessment handbook.

*I will be modifying the assessment tasks.

OUTCOMES

EL51 – think creatively

EL52 – think critically
EL53 – think reflectively
EL54 – work collaboratively
EL55– use communication and inter-personal skills
EL56 – work independently
EL57 – demonstrate learning to an audience

Themes within the course:

• What is philosophy?
• Ethics, logic and morals
• Science, Maths, Law, Religion and Politics
• Interpreting value systems?
• How to develop critical thought?
• Aesthetics, quality and value.
• Rhetoric and argumentation
• Comparing various philosophies and philosophers
• Ancient to contemporary philosophies and philosophers from around the world
• Influence of philosophy on religion and politics
• Impact of specific philosophers
• The individual within society
• I think therefore I am
• Political and Cultural Revolutions
• The evolution/devolution of economic and societal values
• Debating
• Philosophies used to sustain society
• Contemporary philosophies: Quantum Physics, Chaos theory and string theory
• Looking at the future
• Ecological Philosophies
• Cyber-argumentation

COURSE REQUIREMENTS
You will need:
• B.Y.O.D. (bring your own device): this will allow you to
access information on a format that you are comfortable with while
researching. * The school does not always have enough computers for all
classes.
ALL YOUR WORK WILL BE DOCUMENTED IN ONENOTE

• a pen
• a pencil
• an eraser
• a pencil sharpener
• pencil case.
• A research diary/journal is required and will be used to
document your theory and practical work, class work and assessment
work.

• Completion of all classwork and assessment tasks by the

due date. All assessments contribute to your overall mark. If you need
 extra time to complete an assessment task you will have to see your
teacher and discuss the issue or have one of your parents/guardians
contact the school. A doctor’s certificate is required for any late year 10
assessments.

• Attendance and participation during class time.

• Responsibility must be taken in the rooms at all times to

ensure everyone is safe.

CRITICAL THINKING WILL BE REQUIRED AS WELL AS

COLLABORATION, COMMUNICATION AND CREATIVITY.

LESSON DELIVERY AND CONTENT

Powerpoint presentations
Whiteboard notation and diagrams
Written classwork
Reading
Listening
Discussions
Researching
Brainstorming
Interpreting
Debating
Lesson Parts
4 C’s + R: Communication, Collaboration, Critical Thinking, Creativity and
Reflection.
Project based learning
Timelines and chronological sequencing
Assessment and assessment preparation
Edmodo
Sophie’s Choice: reading and discussing the novel.
Suggestions

___________________________________________________________

THE NEXT PAGES PROVIDE THE CONTENT OF THE COURSE.

 PHILOSOPHY GAME
Extracts from: icebreakers.com ‘140 Great Philosophical Questions to Ask’
PART ONE
• People say that money cannot buy happiness, but can you ever be
truly happy without any money?
No
• If you could change just one thing in the world, what would it be?
Give myself the power to fly
• What are the characteristics of a good friend?
Caring, honest
• Do you think computers will ever take over the world?
No
• Do people need friends? Why?
Yes, because they can support you
• Is it ever okay to tell a secret?
Yes
• Would you break the law to save someone you love?
Yes

• Would you rather have a job you love that pays very little, or a job
you hate that pays a great deal of money?
A job I hate but pays well
• Which historical figure, good or bad, do you think had the biggest
impact on the world? Your country?
Hitler
• Is there such a thing as luck?
Yes
• Which makes a better pet – a cat or a dog? Why?
A cat, because they take less work and are better
• Is it more important to be a leader or a follower?
Both are equally important but since there are more followers, leaders are seen
as more important
 • Can animals “think” and/or “reason”?
They can think but only some can reason
• Does a person’s name determine anything about their personality?
Yes

PHILOSOPHY GAME
Extracts from: icebreakers.com ‘140 Great Philosophical Questions to Ask’
PART TWO
• What rights, if any, do animals have?
The right to live peacefully
• Do wars ever solve the problems of countries and governments?
Yes
• Do people really have free will?
Yes

• Is love different from sexual desire? Passion? How?

Yes, sexual desire is the passion for their body only, love is the passion for the mind,
spirit and body of someone
• How much freedom should people be allowed to have?
They should be allowed to do anything within reason
• Should the government make organ donation compulsory?
No
• Should people be allowed to sell their organs, and should organ
donors be financially compensated?
Yes, if they want to be compensated
• Should people have the right to live and travel anywhere they wish
with no state or country boundaries?
Yes, as long as their intentions are not bad or evil or if they have not committed crimes
• Should we limit the amount of money people can earn and save to
avoid an unequal distribution of wealth?
No, it will not be fair to the people who are hard working and earn half of what they
should and this will cause people to illegally earn more money.
• Is a woman ever justified in getting an abortion? Why or why not?
Yes, if they were raped, its justified
• Is it always good to have choices?
Yes
 • Is there a difference between fair trade and free trade? What is it and
which is of greater importance?

• What are dreams and why do we have them?

We have dreams because our subconscious draws from our thoughts and creates
worlds that don’t make sense
• Can a person be “educated” without a formal education?
Yes

PHILOSOPHY GAME
Extracts from: icebreakers.com ‘140 Great Philosophical Questions to Ask’
PART THREE
• Is the most important purpose in life happiness? If not, what is?
No, safety is the most important thing in life
• Are religion and science compatible? Why or why not?
No they are not compatible because they have different explanations of how things work the way they do
• Is everyone’s life of equal value?
No, the biggest factors to me are their age and level of kindness, I see a baby worth more than an elderly
man and a purehearted person more than a remorseless, cold killer
• What are thoughts and where do they come from?
They come from the information that we perceive and learn. Thoughts are new pieces of information we
make from old ones.

• When does human consciousness begin?

When we are mature enough to remember events and form thoughts
• If God is “good,” why is there so much evil in the world?
Well I don’t really believe in God
• Do numbers really exist or are they something man has created?
Numbers do exist, they can be seen in nature through the Fibonacci Sequence in flowers and shells. The
Universe itself follow number formulas which is how we understand a little bit more of the universe.
• Do you shape your own destiny, or does everything happen by fate?
I believe that we shape our own destiny as it is our life but in reality we sometimes have little control over
our life.
• Is it always wrong to lie? When (if ever) is it okay?
It is sometimes okay to lie, if it is only for the benefit of someone and does not harm someone else
• How much control does a person have over their life?
We are more influenced by people, especially ones with higher authority or ones who are closest to us than
we control ourselves.
• Can we understand good without evil?
 It is hard to determine what’s good without evil to compare it to, but I believe
human nature is being good so I’m sure we would understand good without evil.

• What is freedom? Is true freedom possible?

Freedom is the ability to do and go whatever and wherever you want, within reason, true freedom allows
you to do anything you desired which for some people is not a good thing.
• Does nature or nurture form a person’s personality?
Both nature and nurture determines a person’s personality but I believe nurture is a much bigger factor to
someone’s personality
• Is there such a thing as free will?
Yes
• Five out of four people have trouble with fractions?
No

2020 YEAR 9 PHILOSOPHY COURSE

IT’S ALL ABOUT YOU! OR IS IT?

CREATING YOUR OWN PHILOSOPHY: PERSONAL FOUNDATIONS FOR YOUR FUTURE
“Well, we have started to look at what philosophy is and how it effects all our lives to some extent, but can
you see any relevance to yourself?”

“Let’s have a look at some diagrams and see if you can start working out where you fit in the scheme of
things.”

Everybody wants freedom but not everybody takes responsibility for their actions.

What do you do to take responsibility?

Apologise and acknowledge
Are you responsible for all your actions?
No
How do you respond to various situations?
Depends
FREEDOM
.
.
.
.
.
.
.
.
RESPONSIBILTY
Consider the difference between wanting and needing?
Wanting is what you do not need to live, needing is what is essential for life
What is desired and what is necessary?
New shoes are desired, food is necessary
Which is the most valued or important?
Air, food, water, safety
WANTS
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.
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NEEDS

How will your own philosophy help you prepare for the future?
It will help you become a better person by sticking to your morals
FUTURE

Are you developing a set of values that will help you achieve what want and need?
Yes
NOW

What past attitudes or behaviours could be improved upon?

Being angry or impatient
PAST

IT’S ALL ABOUT YOU! OR IS IT?

CREATING YOUR OWN PHILOSOPHY: PERSONAL FOUNDATIONS FOR YOUR FUTURE
FREEDOM and RESPONSIBLITY
What is the problem with people not taking responsibility for their actions? Or why should we take
responsibility? Consider people’s space, environment, cause and effect.

Do you have much freedom? Consider nation, state, city, town, home, school and family.

Do you take responsibility for your actions? Consider your actions in relation to other people and places.

How will taking responsibilities for your actions help you achieve your personal goals?

IT’S ALL ABOUT YOU! OR IS IT?

CREATING YOUR OWN PHILOSOPHY: PERSONAL FOUNDATIONS FOR YOUR FUTURE

WANTS and NEEDS

Consider the difference between wanting and needing?

What is desired and what is necessary?

Which is the most valued or important?

Consider the difference between wanting and needing?

What is desired and what is necessary?

Which is the most valued or important?

WANTS
.
.
.
.
NEEDS
 WANTS
.
.
.
.
NEEDS

What is the problem with people wanting more than they need? Consider a range of social and
environmental issues.

Do you want more than you need? Consider your actions in relation to other people and places. Is this
problematic? Is this a common feeling among people?

Do you think ‘needs’ should be priority? Should ‘wants’ come after ‘needs’?

What will you need to achieve the things you want in the future?

IT’S ALL ABOUT YOU! OR IS IT?

CREATING YOUR OWN PHILOSOPHY: PERSONAL FOUNDATIONS FOR YOUR FUTURE
 YOUR FUTURE
How will your own philosophy help you prepare for the future?
How will your own philosophy help you prepare for the future?
FUTURE
FUTURE

Are you developing a set of values that will help you achieve what you want and need?
Are you developing a set of values that will help you achieve what you want and need?
NOW
NOW

Which of your past attitudes or behaviours could be, or have been, improved upon?
Which of your past attitudes or behaviours could be, or have been, improved upon?
PAST
PAST

FUTURE GOALS
What are your personal goals for the future? Think you what you would like to achieve and what you’ll
need to learn to accomplish your goals.

Where will you need to go to achieve your personal goals? Year 12, T.A.F.E., university, overseas, etc.?

When will you achieve your personal goals? Consider the different steps involved in terms of education,
finance and family commitments.

How will you achieve your personal goals? Consider attitude, application, willingness, etc.

Why is it important to have your own philosophy in order to achieve your personal goals?
 IT’S ALL ABOUT YOU! OR IS IT?
CREATING YOUR OWN PHILOSOPHY: PERSONAL FOUNDATIONS FOR YOUR FUTURE

“So now it’s time to respond to the title of this exercise,

“It’s all about you! Or is it?”
QUESTIONS TO CONSIDER
Can you have freedom without having responsibility?

Is wanting wrong?

Could wanting help me achieve my personal goals?

Do I have to think of others? Does this relate to responsibility?

Are these questions relevant to the topic?

Please respond to the following question.

“So, when it comes to how you go about living your life, is it all about you?”

Response:

* COMPLETE FOR HOMEWORK IF NOT FINISHED AT THE END OF

THE LESSON
*Introduce Sophie’s World

CRITICAL THINKING/REFLECTION
What were the main points of the lesson? What was the most important information?
What was the most interesting part(s) of the lesson?
What was the least interesting part(s) of the lesson?

TERM ONE
WEEK ONE
Date:
WHAT YOU KNEW ABOUT THE INFORMATION PRIOR TO THE LESSON
WHAT YOU LEARNT FROM THE LESSON
HOW YOU MAY APPLY THIS INFORMATION IN THE FUTURE