Philosophy for Children (P4C) Planning Template ( Years 0-1 )

Teacher: Room: Timetabled slot:

Possible lines of Inquiry
for each session, can
Motivator- Question/Statement/ Article/Situation/ Resou
Literature etc rces -
Unit Skills Focus
be continued from what
previous inquiry or main you
theme are
using
 Year 0
Actively listening
Reasons, Because
Questions/statements
Hypothetical reasoning
Agree/disagree

Year One
Building on ideas of others
Giving examples
Open and closed questions
Summarizing
Beginning to clarify others
ideas
Listing/sorting
Continuing to explore
disagreeing
Reflection (reporting and
responding)
Actively listening

Philosophy for Children (P4C) Planning Template ( Years 2-3 )

Teacher: Room: Timetabled slot:
Possible lines of Inquiry
for each session, can
Motivator- Question/Statement/ Article/Situation/ Resou
Literature etc rces -
Unit Skills Focus
be continued from what
previous inquiry or main you
theme are
using
 Year Two
Grouping questions
Seeking and giving clarification
Different types of questions
(question quadrant)
Beginning to paraphrase others
ideas.
Similarities and differences
Giving explanations to
justifications
Reflection (reporting,
responding, relating)

Year Three
Different points of view
Forming definitions from criteria
lists
Counter-examples
Beginning to draw conclusions
Reflection (reporting,
responding, relating)
Beginning to seek clarification

Philosophy for Children (P4C) Planning Template ( Years 4-5 )

Teacher: Jesse Room: 19 Timetabled slot: week 1 T4
Possible lines of Inquiry
for each session, can
Motivator- Question/Statement/ Article/Situation/ Resou
Literature etc rces -
Unit Skills Focus
be continued from what
previous inquiry or main you
theme are
using
Agreement/Disagreeme Picture Book Year Four
nt Rosie Sips Spiders Pic Alternative possible, e.g. what if
Session 1 More students like salty food then sweet, Book Distinctions, e.g.
Reason Giving so salty food is better than sweet food. compare/contrast
Analogies
Classification Making inferences
Assumptions- valid and invalid
Reflection (Reporting,
responding, relating, reasoning)
Building on others ideas.
Find and give relevant examples
Able to express ideas succinctly

Year Five
Identify faulty reasoning, test it
through questioning
Testing analogies (for strength
with counterexamples)
Reflection (reporting,
responding, relating, reasoning)
Discuss issues with objectivity

Session 2

Just because you hear/see/taste something more,

doesnt mean that it is better, its just that you are

used to it.






Session 3: What are the things that we think make
something better than something else?
-Learning
-Health

THEN: If we know these things are better for us, why

do we choose to do other things? Why do we eat
 hot dogs instead of apples? Why do we watch TV
instead of read?

Session 4 - Answer to If we know these things are
better for us, why do we choose to do other things?
Is written down. Will share and take it from there.

IF it dies out. We will go to Why would someone
might choose to buy food that they dont like?



Philosophy for Children (P4C) Planning Template ( Years 6-8 )
Teacher: Room: Timetabled slot:
Possible lines of Inquiry
for each session, can
Motivator- Question/Statement/ Article/Situation/ Resou
Literature etc rces -
Unit Skills Focus
be continued from
previous inquiry or main what
theme you
are
using
Years Six, Seven, Eight
Evaluating progress of
discussion in relation to our
P4C vision
Formal deductive reasoning
skills, e,g, Clinton Goldings
inquiry process.

T:\Curriculum
Resources\P4C\Clinton Golding
inquiry progress 2012.doc

Forming and applying

generalisations
Plausibility of evidence
Testing hypothetical claims
Identifying and challenging
generalisations and
assumptions
Willingness to be flexible
when thinking
Consistent when developing
points of view
Reflection