Philosophy for Children

Intent

Philosophy for children (P4C) is an integral part of the teaching and learning approach at Minet Junior School.  P4C gives children a structured and safe opportunity to develop into effective critical and creative thinkers and to take responsibility for their own learning in a caring and collaborative way. Children are able to speak freely in P4C sessions, voicing their opinions and listening to their peers in a structured and nurturing environment.

The aim of P4C is to develop children’s oracy and vocabulary, increase their confidence when speaking in front of a groups and to develop their thinking skills. We also aim to build respect between pupils through the opportunity to politely agree and disagree with thoughts and opinions. The approach fostered through P4C will help to develop higher levels of self-esteem and intellectual confidence for our children. Pupils learn the skills to be clear in their thinking so that they can explain their ideas, give good reasons for their views and develop their vocabulary. It teaches patience, respect to others and a better understanding of the world around us.

Implementation

P4C promotes an enquiry-based curriculum where pupils are encouraged to ask questions and find the answers through discussion of social values. Therefore, children develop the ability to recognise differences and explore these constructively. P4C is taught through stand-alone lessons as well as through opportunities for purposeful cross curricular links, for example; history and RE.

P4C is taught across Key Stage 2 and develops to encompass world and current affairs as well as social issues that may have a direct influence upon the children’s lives. Children debate issues using their developing skills and language.

Children learn through the 10 steps of philosophical enquiry:

1. Getting set – a group activity
2. Presentation of a Stimulus
3. Private Reflection
4. Shared Reflection
5. Formulation of questions
6. Airing of questions
7. Selection (voting)
8. First Thoughts
9. Building Ideas Together
10. Final Thoughts

A typical philosophy lesson starts with a game and then the children are given a stimulus, such as a picture book, a video or a piece of music or art. They will create a list of philosophical questions inspired by the stimulus – anything from, ‘Are friends more important than family?’ to, ‘Is it ever okay to steal?’ – and vote on which one to talk about. The class then has an ‘enquiry’ – an open dialogue – around that question.

Impact

Each lesson finishes with a debrief of enquiry. Here the children decide what has worked well and what could be improved. This is a fantastic opportunity for the children to self-assess themselves and their new learning and understanding. The progression of skills can be seen across the school through the children’s ability to discuss more complex questions.

The impact of P4C is to help pupils’ spiritual, moral, social and cultural development equipping them to be thoughtful, caring and active citizens in an inclusive school and in a diverse wider society. It will also prepare them to enter secondary education with the ability to think and articulate their opinions independently. Subject and school leaders monitor the impact of our curriculum provision through completing regular monitoring, that includes listening to the voice of our children.