A comprehensive set of instructions showing how to structure a philosophical enquiry with children.

A Philosophy Mini-Curriculum for Primary PDF - scripted lessons for Primary School Educators. EYFS Lessons - Optional use of Socrates Doll Socratic Method: Plan, script - question sorting and introducing ‘Big Questions’ What is ‘real’? Plan - thinking about where knowledge comes from and whether we can tell if something is real or not. Discusses personhood. Years 1 and 2 Lessons What’s the Big Idea? Plan - an introduction to philosophy and some of the big ideas it delves into. How Did the Universe Come to Be? A discussion-based unit about creation and the idea of God. Year 3 Lesson What is the Difference Between Knowing and Believing? Plan - a look at observation, faith and miracles. Year 4 Lesson Morality: How do People Make Moral Decisions? Plan - a look at how people justify moral decisions with logical arguments. Year 5 Lessons Utilitarianism Parts I & II - Plans, Presentation, Scenario Cards - a look at Bentham and Mill’s system for moral decision making. Ontology: Plan, Presentation - A look at the Ontological arguments for the existence of God and its problems. Year 6 Lesson Plato’s Cave: Plan - A look at the role of the philosopher in society and the idea of knowledge through revelation. Primary Range Home/School Lesson 1 The Purpose of Things: Plan - A discussion-based enquiry into the purpose of everyday things. It examines the ‘why’ of objects, both made and naturally occurring. An introduction to teleology. Lesson 2 Of Superheroes and Miracles: Plan and Presentation - A discussion-based enquiry into the origins of the idea of the ‘superhero’. Encompassing believability, scepticism, Hume and his views on miracles. Lesson 3 Morality with a Buddhist Focus: Plan - A discussion-based enquiry looking at morality and the externalised, spiritual drives behind it. Encompassing non-spiritual reasons of morality, inviting discussion about internal morality as well as a starting point to study belief in karma. Lesson 4 Knowing VS Believing Part 1: Plan - A discussion-based enquiry looking at the difference between ‘Knowing’ and ‘believing’. Part 1 covers magic tricks and the senses as a source of ‘fact’. It asks whether scientists need a little belief in their line of work too. Introduces concepts such as dark matter. Lesson 5 Knowing VS. Believing Part 2: Plan - A discussion using Flew’s The Invisible Gardener Parable. How do we know things? Is there a battle going on between science and belief? Do scientists believe? An introduction to the Falsification Principle. For more and the accompanying Free presentations can be found on my website by googling philosophy in ks2. These are made using ‘creative commons’ pictures and so are not subject to copyright.

Philosophical Concept SPECS Can be used in KS1-3 Will help facilitate philosophical enquiry

Enquiry Question Writing Frame Higher and Lower. A combined resource with writing frames for both higher and lower ability students. Ideal for differentiation.

Here are three complete lesson plans with stimulus and resources covering the theme of morals. Included are 3x lesson plans and stimulus for P4C (Philosophy for Children) lessons or to structure a class discussion. The stimulus are intended to guide the children to a discussion on rights and wrongs, consequences, behaviour, responsibility and choices. Included also is a PPT explaining the different types of questions to use as a crib sheet for children who are finding it difficult to generate their own questions. Each plan includes a different stimulus, warm up and questions to discuss. There are a range of activities which the children will enjoy using to improve their critical thinking and discussion skills. The themes are easy to access for students of all ages as their moral topics make them relevant for children (or adults) with a range of life experiences.

A thought provoking philosophical enquiry/discussion lesson based on the true story of a visit to Auschwitz suitable for upper primary children.

A philosophical enquiry/discussion lesson based on three Easter legends.

A philosophical enquiry/discussion lesson based on the Easter legend of the three trees.

A philosophical enquiry/discussion lesson based on the story of the Fairy Flag.

A philosophical enquiry/discussion lesson based on the theme of boasting/respect for others suitable for middle-upper primary.

A bundle of activities and resources which can be used in Philosophical sessions such as P4C (Philosophy for Children) or warm ups to encourage speaking, listening, debate and enquiry in the classroom.

A structured enquiry with resources and plan to facilitate a discussion about Good and Bad. The plan includes a warm up, resources, structure and possible questions to lead a fun filled, child led session. The activity has a differentiated activity (easier) perfect for EYFS or those newer to philosophical thinking and a concept line activity for those in Year 3 upwards / more confident with philosophical thinking.

This multi-use interactive learning session is an ideal way to introduce philosophy to young learners. This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. We designed this lesson not only to introduce philosophy as an intellectual discipline but to inspire a love of philosophical thinking. To this end this session explores topics such as: The nature of philosophy The different fields of philosophy (epistemology, metaphysics, ethics etc.) The philosophical method (of reasoned argumentation) The difference between knowledge and mere belief The big question asked in this session is “What is Philosophy?”. Using a variety of engaging activities students will discuss and debate a range of other philosophical questions such as Why is it important to think deeply about things? To what extent is it important to question and challenge the assumptions we live by? What is the difference between intelligence and wisdom? To what extent is certain knowledge possible? Students will analyse and evaluate an eclectic mix of philosophical claims that have been chosen to represent the extensive range of philosophical enquiry such as: “We should not trust our senses as they are too limited, easy to trick and unreliable” “It’s important to be a sceptic and to doubt claims we hear and read on the internet” “The biggest moral problem of our age is how we treat animals” Aside from a wide range of debate and discussion activities, teachers can also choose from a variety of more substantial activities such as essay writing, poetry writing, and speech writing tasks. This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. As with all our resources, this session will help students to develop vital communication, social and interpersonal skills: healthy debates will help learners to practice ‘disagreeing in an agreeable fashion’. This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a stimulating tutor-group activity. The file is a PowerPoint Show: no planning or preparation is required.

This multi-use interactive learning session explores the greatest questions in philosophy. This lesson is a great way to inspire a love of philosophy; we’ve carefully selected the most significant philosophical questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature and significance of philosophical questions The importance of questioning skills, benefits of critical thinking and ‘questioning everything’ How philosophers go about answering philosophical questions The big question asked in this session is “What is the single most important philosophical question?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as To what extent can we trust our senses? What is the size and location of the mind? To what extent is it possible to directly perceive reality? Since the focus of this session is ‘ultimate philosophical questions’ we’ve aimed to provide a comprehensive range of deep philosophical questions so that students understand the scope of philosophy as a field of intellectual enquiry. Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Human beings are not free and free-will is an illusion.” “Claims about ‘good’ and ‘evil’ are not claims about reality: they are just subjective opinions.” “It is better to be born into a remote tribe in a jungle than to be born into modern society.” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. Aside from a wide range of debate and discussion activities, teachers can also choose from a variety of more substantial activities such as essay writing, poetry writing, and speech writing tasks. This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. As with all our resources, this session will help students to develop vital communication, social and interpersonal skills: healthy debates will help learners to practice ‘disagreeing in an agreeable fashion’. This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity. The file is a PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

This is one of a series of lessons relating to the environment (the others are the Chipko Movement in India, The Green Belt Movement in Kenya and Sheffield Street Trees). This lesson explores the mass trespass of Kinder Scout in the Peak District, UK in 1932. After considering the idea of ‘trespass’, learners respond to a film about the mass trespass using a question quadrant to generate questions and engage in a philosophical enquiry about one of them.

I adapted this progression in thinking document to support curriculum enrichment in our school. A few years ago, we wanted to make philosophical enquiry the focus for our cross curricular creative curriculum. This document enables teachers to confidently plan in lots of age appropriate thinking and talking opportunities. Children are instinctively curious about life. Growing up raises lots of questions, some to do with their experience, both the good and the bad, and some to do with their sense of wonder at the universe we live in. Many of our children have an interest in exploring how these ideas and experiences help them to develop their own sense of identity, self-worth, personal insight, meaning and purpose. We expect our children to think, so we need to teach them to do so. it is important to encourage them to explore thinking using all facets of their cognitive ability and respecting their amazing capacity to engage with high levels philosophical debate from a very young age. In each classroom we have a thinking and talking book displayed in a designated ‘reflection’ space. We have a philosophical question displayed, for example: Would an octopus make a good lifeguard? or There are two doors, one with yes written on it and one with no. Which door do you go through and why? In the book we write philosophical questions linked to the curriculum, for example: Can one person change the world? What does it meant to be free? What makes an everyday hero? We also introduce the topic using thinking skills activities like alphabet analysers, thinkers keys and jigsaw reveal. To provoke discussion, elicit prior knowledge and to engage the children in the subject giving them the curiosity to become independent learners. I have included an example of resources that I have adapted to support thinking in my classroom and across our school. I hope you enjoy them. Please leave feedback and a review if you do. Kind Regards, Mrs Beth Reynolds

Become an enthusiastic, expert palaeontologist! Learn about the fascinating story of human evolution. Create your own family tree and relate it to the family tree of the human species. Find out about how the early humans dispersed around the world. Use storytelling to pass on your learning about human evolution to other children. Includes: - Topic Overview - Block Overview - Lesson 01: The human family tree Children learn about and create their own family tree of human evolution. - Lesson 02: The human journey Make a map showing early human dispersal around the world. - Lesson 03: Human fossils Learn about four key human fossils and put them on a timeline. - Lesson 04: Meeting Neanderthals Take part in a philosophical enquiry about Homo sapiens meeting Neanderthals. - Lesson 05: The human story Share your learning about human evolution through storytelling. Find more lesson plans and resources at www. hamilton-trust.org.uk.

Christine Easom was Head of R.E. at a Specialist Humanities College. She used P4C (Philosophy for Children) as a tool to research PEACEFUL SCHOOLS in three schools and aims to encourage teachers to use the P4C approach as a way to achieve challenging, meaningful and purposeful dialogue that can lead to real and lasting change within a school.

4 week planning for my year 5 class on the above topic. I have taken resources from many places- all free. Hope this helps :)

Activities for one or two lessons exploring trafficking, a modern day slave trade and one of the fastest growing forms of slavery. Explores how traffickers use deception or coercion to take people away from their homes and how victims are then forced into a situation of exploitation, such as forced labour or prostitution.

These files are all related to RE history or Pedagogy - put together in response to a question on the forum from an RE student who has to write an essay on RE Pedagogy. I will add material as I find it. I guess this is relevant for all who teach RE as CPD. Hope you all had a great Christmas - and best wishes for a great New Year. DurgaMata