Philosophy for Children (P4C) A collaboration between: Beyton Middle School Thurston Community College and Great Cornard Upper School

The Principles of P4C Foundation of P4C – Matthew Lipman Promote philosophical enquiry and reasoning Inclusive approach through the community Self confidence Teacher as facilitator

Joint P4C day: Yr6 from Beyton and Yr9 from Thurston Mini conference Process of a philosophical enquiry Range of P4C and higher order thinking activities

Ice breaker – pass ball round the group. Joint P4C day: Yr6 from Beyton and Yr9 from Thurston

1. Listen to each other 2. Think about and build upon others’ ideas 3. Everyone’s ideas are valued 4. There may be no single correct answer to the question Rules of Engagement

IF I LOSE MY MEMORY, AM I THE SAME PERSON?

Amelia Ellicott’s Garden Give them a stimulus...\Philosophy Stories\Amelia Ellicott's Garden.ppt Feedback ideas – –What did they like, find interesting or agree with in the story? –What did they dislike or disagree with in the story?

Creating Questions Using the information on the board create some philosophical questions. They need to be ‘open’ questions. Go out and come in the door –I've not read the question so you don’t want a specific one related to the question but instead something related to the issues raised.

TYPES OF QUESTIONS Open NOT closed There are many possible answers NOT there is one answer ‘Need to discuss’ questions

Pupil Questions Why do people judge? Why is it more important to work as a team? How and why do people earn respect? Why judge people based on their culture? How do our neighbours affect us? What makes a community? Would you move if you disagreed with a neighbour? What skills are needed for good teamwork? How would you act towards a neighbour that appeared lonely? Why are people shy? Should you take advantage of people? What does loneliness mean? What does it mean to respect somebody? Why do people get lonely? Why do we judge people on their appearance? Why do we judge people?

Discussion Plans and Concept Development Activities Discussion plans on ‘sharing’ and ‘being lonely’ Traffic Light Activity: What makes a good neighbour? Brainstorm: What is a neighbour? Creating analogies Creative task

Reflection Asking pupils to reflect on their understanding of the concept and their conduct during the session.

Pupil perceptions of P4C ‘It is good to have lessons in which you can express your beliefs and ideas so freely without seeming pretentious or being judged. The discussions create a mature atmosphere in the lesson, unlike any other subject in school, to get us thinking of a real bigger picture’ ‘I suppose that I have learnt to think in new ways and learnt to listen to other peoples views. I haven’t found answers, but I’ve found my ideas and others ideas’ ‘I’ve learnt that religion is more than just politics in a fancy, spiritual outfit. It really defines how people see existence, and the world around them’ ‘It taught me that RE isn’t just about religion, it’s about other stuff as well and you learn awesome things in RE’

How successful a strategy is P4C? Students enjoyed setting own agenda More self confidence – students with low self esteem have been more involved and motivated. More creative when expressing ideas. It has also presented a challenge to the gifted students. Links to educational initiatives such as PLTS. Transferable skills across the curriculum.

How to implement P4C in your department. Planning and preparation before the lesson – accessing resources. Training - Watch someone else doing it. Getting staff on board, including Senior Management Include the pupils at every stage Take a risk and enjoy it!

Questions

Year 6 Philosophy at Beyton: a broader approach Inspired by UNICEF day for change work on Mozambique Pupils did research project on Mozambique Pupils’ presentations and video were used as stimulus material. Pupils created their own philosophical questions. Pupils read and edited questions on a ‘working wall’ in my classroom. Questions formed the basis of the discussion plans on health and hygiene, the right to education and the distribution of wealth

A group creative task: design a ‘child-friendly’ school. As a final task: write to an agony aunt as if you are a child in Mozambique, including a piece of art. Peer assessment across classes. Whole school assembly and a fundraising event. They raised £178 for UNICEF. Year 6 Philosophy at Beyton: a broader approach