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