RE and Askit (P4C) Dr Nicola O’Riordan 19th May 2016

Aims To give a brief overview of the aims, origins, methodology and impact of P4C (askit) To explore how the P4C (askit) approach addresses elements of the statutory curriculum with special reference to RE To explore techniques for developing pupil questioning To experience a community of enquiry

‘Philosophy begins in wonder.’ Plato

Where does P4C (askit) come from?

The aims of P4C (askit) Develop cognitive ability and emotional intelligence Help children become more reasonable thinkers and problem solvers Promote dispositions and qualities such as curiosity, creativity and wisdom Develop philosophical conceptualisation

The impact of P4C (askit) “… the more disadvantaged pupils participating in the EEF trial saw their reading skills improve by four months, their maths results by three months and their writing ability by two months” (SAPERE Research Highlights, 2015)

Big ideas in the RE curriculum Justice Freedom Forgiveness Faith Celebration Values Worship Pilgrimage Stewardship Rules Respect Belief Rituals Identity

Rules From concepts to questions What are rules? Where do rules come from? Do we need rules? Are some rules more important than others? Should we always obey rules?

Question sorting: philosophical or not? Is Christmas a celebration? What does it mean to have faith? Do Sikhs worship in a temple? Do religions need rituals? What is the value of a bag of crisps? Do you need to travel to be a pilgrim? What time does worship start?

Concept cake Look at the cards. Choose the ingredients that you think are important for happiness. Sort your ingredients according to whether they are ‘necessary’ or ‘sufficient’ conditions for happiness.

Philosophical corners Wanting things can’t make you happy Peace of mind comes when you are content with having just enough

Community of Enquiry: A Buddhist Legend Ask a big question for enquiry Agree and disagree and say why Give examples and counter-examples to support viewpoints

Preparation Activity: Connections

Community of Enquiry: A Buddhist Legend How Violence is Ended

Community of Enquiry: A Buddhist Legend Is forgiveness a sign of strength or weakness? forgiveness trust wisdom revenge duty mercy justice violence power war conflict death Is it wise to let wrongdoing go unpunished? Should those in power be punished more harshly for wrongdoing? What is the difference between justice and revenge?

Community of Enquiry: A Buddhist Legend Did you: Ask a big question for enquiry? Agree and disagree and say why? Give examples and counter-examples to support viewpoints?

Community of Enquiry: follow-up activities Agree or disagree? If you do something wrong you should be punished for it. What if…

Introducing Developing Embedding ( Level 1 / Bronze) Developing (Level 2 / Silver) Embedding (Level 3 / Gold) Askit Level 1 – two day course The training will enable you to give pupils tools to move their thinking forward. Provide opportunities for discovery and problem solving, and help you develop their natural desire to wonder. You will be able to plan and lead a philosophical enquiry with your class Askit ‘Tools for Thinking Together’ The training will enable you to become a more versatile and confident Askit facilitator. It will address obstacles that you may have identified in enquiries that you have facilitated and will drive higher order questioning and thinking skills for your class (3 months practice and 6 enquiries) Askit Level 2 This course is for teachers who want to develop a leadership role in Askit and will qualify you for leader accreditation

Costings for Askit Askit level 1 whole school training 2 days of training (up to 22 teachers) includes RVCs and handbooks £2200 Mentoring and coaching support day £400 Askit level 1 open course £200 pp