Summary and contents
This resource is the P4C and National Curriculum page of the Philosophy4Children site.
Last modified:
Author:
Subjects: Philosophy4Children, philosophy for children, p4c, philosophy, children, education, teaching, training, classroom, about, national curriculum
Sections available here:
Philosophy for Children and the National Curriculum
The National Curriculum is beginning to recognise the importance of thinking as a basis for children’s learning. Philosophy for Children (P4C) is the ideal tool to stimulate thinking skills.
P4C improves children’s critical, creative and rigorous thinking. It helps to develop higher order thinking skills, improve communication skills and helps children learn to co-operate with others. Children learn to reflect before speaking so that they are accurate in what they really want to say. All this has huge benefits for the National Curriculum.
In Mathematics, for example, children are required to discuss their work and explain why an answer is correct. And as they progress they need to begin to explain their thinking and to give examples.
In Science, children are required to respond to suggestions and put forward their own ideas about how to find the answer to a question.
In English, pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion they show understanding of the main points. Through relevant comments and questions they show that they have listened carefully. They are able to vary their use of vocabulary and level of detail.
In History, children are required to understand how the past has been interpreted and represented by different people. They need to demonstrate an understanding of the results of change and how it affects us now.
In Geography they need an understanding of environments and cultures and be able to make reasoned judgements and views on the implications that these have in the world.
The skills that children acquire in P4C, they carry through to all areas of the curriculum to a staggering degree. The ability to concentrate, to think beyond the obvious, to listen and evaluate and to form their own opinions have extremely beneficial consequences.
To give one example - a year 2/3 class which had had two or three years experience of philosophical enquiry, while working on the topic of “Light” as part of the Science curriculum, spontaneously began to discuss whether light was the absence of darkness or dark was the absence of light.
In Mathematics
Using and Applying
Level 1
- The pupils recognise relationships...
Level 2
- The children discuss their work... they explain why an answer is correct
Level 3
- Pupils discuss their mathematical work and are beginning to explain their thinking... they show that they understand a general statement by finding particular examples that match it
In Science
Scientific Enquiry
Level 1
- Children communicate their findings
Level 2
- Pupils respond to suggestions about how to find things out and, with help, make their own suggestions... they describe their observations
Level 3
- Pupils respond to suggestions and put forward their own ideas about how to find the answer to a question
In History
Level 1
- The children know and recount episodes from stories about the past
Level 2
- They answer questions about the past on the basis of simple observations
Level 3
- They show knowledge and understanding of the past... give reasons for the results of changes
Level 4
- They show some understanding that aspects of the past have been represented and interpreted in different ways
In Geography
Level 1
- The children express their views...
Level 2
- The children express their views... they ask and respond to questions
Level 3
- They offer reasons for some of their observations and for their views and judgements about places and environments
In Reading
Level 1
- The children express their response to poems, stories and non-fiction by identifying aspects they like
Level 2
- The children express opinions about major events or ideas in stories, poems and non-fiction
Level 3
- In responding to fiction and non-fiction they show understanding of the main points and express preferences
In Writing
Level 1
- Pupil’s writing communicates meaning through simple words and phrases
Level 2
- Use interesting and appropriate vocabulary... ideas are developed in a sequence of sentences
Level 3
- Writing is imaginative and clear. Sequences of sentences extend ideas logically and words are chosen for variety and interest
Level 4
- Ideas are often sustained and developed in interesting ways…..Vocabulary choices are often adventurous and words are used for effect
In Speaking and Listening
Level 1
- Children begin to extend their ideas or accounts by providing some detail
Level 2
- Children begin to show confidence in talking and listening... show awareness of the needs of the listener... explain their ideas... usually listen carefully and respond with increasing appropriateness
Level 3
- Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion they show understanding of the main points. Through relevant comments and questions they show they have listened carefully... vary use of vocabulary and level of detail