Our Curriculum

In designing our curriculum, Dr Sue Knight, a distinguished academic in the field of philosophical education for children, has adapted a long respected philosophical tradition of dialogue and discussion. Each lesson is reviewed by an expert panel, chaired by Dr Simon Longstaff of The Ethics Centre, for both philosophical rigour and best practice in instructional design.

Volunteer ethics teachers use detailed lesson materials to deliver a curriculum of 79 topics. Most topics are designed to address particular ethical issues but a number are skill-focused and explicitly teach core critical thinking skills and encourage collaborative inquiry.

To review the curriculum topics, please click on the stage you are interested in, or click here to read our curriculum objectives.

Infants: Years K – 2

Ethics classes for infant years focus on developing core skills such as listening to others, taking turns to speak and giving reasons.

Stories, poems and rhymes prompt children to Quote block Debra 3discuss ethical issues such as hurting someone without meaning to, telling the truth, being kind, forgiving, ownership, fairness and empathy.

Our skills-based topics for this age group include asking and answering questions, disagreeing, changing your mind, working out what is true, giving and evaluating reasons as well as giving examples and counter examples. Logic is also introduced at this stage with topics touching on inductive inference and deductive reasoning.

Early Stage One – Kindergarten

Stage One – Years 1 and 2

Primary: Years 3 – 6

Ethics classes for primary aged students have a strong focus on the development of critical thinking and discussion based skills.

Stories, contemporary issues and real life scenarios form the basis of discussions on ethical issues such as selfishness, how we should treat living things, promises, greed, friendship, cheating, voting, punishment, homelessness, teasing and fairness in society.

Skills-based topics for this age group include inferring or figuring things out, validity, generalising, proving claims, structuring arguments, identifying incorrect conclusions, identifying faulty reasoning, evaluating the strength of evidence and thinking about thinking. Primary aged students are encouraged to develop their community of inquiry skills by asking each other well thought out questions and challenging each other’s arguments.



Early Secondary: Years 7 – 8

Ethics classes for secondary students focus on the development of critical thinking, respectful discussion and reasoning, and the ability to make balanced decisions about ethical issues.

The Stage Four (Years 7 and 8) curriculum will provide a continuum of learning for students and is currently under development.

Contemporary issues, case studies and scenarios form the basis of thinking and discussions on ethical issues such as: lying and can it be justified by the wider good, changing your mind, is cloning for research ethical, how we can work out what’s true, friendship, patriotism, whether we have obligations to other generations, envy, and the role empathy plays in ethical decision-making.

Lessons are designed to enhance the skills of collaborative inquiry and reasoning, developing valid arguments, evaluating evidence, and thinking about thinking.

Topics include:

  • Life under COVID
  • The cost of a human life
  • Yuck: does it matter if something is disgusting
  • Thinking hot, thinking cold
  • The meaning of life

Secondary school students will develop their community of inquiry skills through formulating well thought-out arguments and questions, actively listening to one another and respectfully challenging the arguments of others.

Who delivers ethics classes?

Ethics classes are taught by volunteers trained and supported by Primary Ethics. Parents, grandparents and community-minded people are invited to learn more about becoming volunteer ethics teachers in their local primary school.

For around an hour a week, you can help children develop the skills to think critically, express and discuss ideas collaboratively, and make well-reasoned decisions rather than choices based on habit or peer pressure.  With more volunteers, more children in more schools can have access to ethics classes.