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

2. 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

3. ‘Philosophy begins in wonder.’
Plato

4. Where does P4C (askit) come from?

5. 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

6. 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)

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

8. 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?

9. 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?

10. 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.

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

12. 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

13. Preparation Activity: Connections

14. Community of Enquiry: A Buddhist Legend
How Violence is Ended

15. 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?

16. 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?

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

18. 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

19. 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