Philosophy for Children

P4C intent statement 

Through the study of Philosophy for Children (P4C), pupils at Woodland’s Primary School will develop the knowledge and understanding to express their thoughts, feelings and beliefs

and explore current topical issues that they find interesting to discuss and are passionate about. It is the intent at Woodland’s Primary School, that all children are given the opportunity to maximize their potential; intellectually, socially, morally, emotionally and culturally. All children engage in P4C regardless of their ability and outcomes are differentiated to the levels of the children, whether they be SEND or EAL. Philosophy for children (P4C) is an opportunity for children to come together as a whole class to provide a platform for discussion. These sessions allow every child to speak freely without feeling pressure in an inclusive atmosphere. It gives the children a chance to voice their opinions and to listen to their peers in a structured and nurturing environment. P4C provides a firm reference point from which to become a global citizen, learning key values such as acceptance and respect to others, which are integral to the wider work done in school to facilitate the development of our pupils as confident and respectful global citizens. It teaches patience, respect to others and a better understanding of the world around us. 

The aim of P4C at Woodlands is to develop children’s oracy and vocabulary, increasing confidence when speaking in front of a groups, to increase concentration span and to develop their thinking skills. 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. P4C also helps children to become more critical thinkers and encourages them to transfer their philosophies into their written work.  By the time children leave Woodlands, they will be able to engage in critical conversations; work collaboratively and think creatively in order to deepen their knowledge and understanding in all subjects. Children are given the opportunity to politely agree and disagree with thoughts and opinions of others.

P4C implementation statement

P4C begins in Nursery and Reception, where children are able to discuss topics that are related to other curriculum areas and spend time looking at ‘would you rather’ questioning, to begin to develop their thinking skills and the language of P4C. Structured P4C lessons begin in Year One where children rehearse vocabulary and discuss upcoming issues and scenarios. P4C continues through to Year 6, where discussions begin to encompass world and current affairs as well as social issues that may have direct influence upon the children’s lives.

Children learn through the 7-step philosophical in Ks1 and the 10-step philosophical enquiry in Ks2:

 1. Getting Set

A group ‘warm up’ activity game as well as a ‘stilling’ breathing exercise.

2. Stimulus

A presentation of a stimulus, which is usually an image, video or passage of text.

3. Thinking time

A private reflection time in response to the stimulus.

4. Question making (Ks2)

Creating a philosophical question by creating links. In LKs2 concept bubbles and thought clouds are shared based on the stimulus to support.

5. Question airing (Ks2)

Children share their questions

6. Question choosing (Ks2)

 Children vote as a class on their chosen question.

7. First Thoughts

Children consider their first thoughts about the question. These are shared with a partner, small groups and then the whole class, usually through a fun activity. These are often written in to the ‘Thinking Journal’ books.

8. Building

A group discussion where everyone builds on to different ideas in the group. They may share their ideas on their question, challenge others and build on peer answers. The class teacher can aid the discussion.

9. Final Thoughts

Children share their final thoughts in their circle. They then write their final thought in their ‘Thinking Journal’ books.

10. Review

 Children reflect on their thinking skills during the session in a self- assessment. Children look at the ‘4Cs’ and how well they used them in the lesson. Here the children decide what has worked well and what could be improved.

P4C focuses on four main thinking skills known to the children as the ‘4Cs’:

Caring – understanding others and being respectful of different opinions, listening and concentrating to others and valuing and appreciating other’s ideas.

Collaborative – finding solutions together, responding and communicating with others, supporting peers and building on each other’s ideas.

Creative – making connections and relating to others as well as suggesting and speculating about new thinking new ideas.

Critical – questioning and interrogating other people’s ideas, giving reasoning and evaluating, understanding what we think and why.

Skills are taught progressively across year groups leading to knowledge building over time. At all times opportunities to develop vocabulary and oral expression and speech and language are promoted. Each lesson builds on the previous and children’s skills are improved upon throughout each topic.