Sue Hopkinson, Deputy Head teacher writes:

o Thoroughly worthwhile project, which has enhanced our thinking skills approach in school - huge benefits too in developing speaking and listening skills and in widening horizons for circle time work, which was already established in school.

o Very positive reaction from most staff though fitting philosophy circle in can be problematic in an already overcrowded timetable and an open plan school! Staff reaction to the contributions and enthusiasms of the children very enthusiastic and again most could see great benefit from introducing philosophy (one of the contributing factors to changing the school timetable next year to give clear blocks of time for more in depth work in themes).

o Very good vehicle for raising awareness about global issues; for helping children consider the lives of people outside their own local and national communities; for listening to others opinions and considering in light of own opinion. A clear realisation that it is important to listen, consider and maybe change your own viewpoint.

o The effect of our own Values Led Education clearly seen in the philosophy circle discussions in the choice and breadth of language and the children's own value systems.

o CPD (staff development) initial training by me adequate to start people off (this was a 2hr Inset which included a philosophy circle with all staff), very clear written guidelines given with a stimulus, some circles with children led by me, some lesson observations. A further 1 hr training session after the first philosophy circles) 3 staff undertook Level 1 training (7 interested) a further 4 signed up for Level 1 training. 4 staff interested in Level 2 training.

o At the beginning of the project I was giving people material for the stimulus for P4GC - older classes made good use of two of the Newswise articles. There was a lot of good discussion from Y6s around the subject of responsibility when funds to a global charity go into a personal bank account by mistake. There were some very divided opinions about whether the money should be returned or not, but class teachers reported good in-depth and reasoned thinking and an acceptance by the children that there is not a simple solution in a situation like this and that people need to work together and to listen to each other. Picture book stimulus appears to be the easiest trigger to get children talking. Pictures took more time to get ideas flowing but seemed to address issues of stereotyping effectively as discussion progressed. In the last couple of months all classes have chosen their own stimulus and teachers have enjoyed reporting back and explaining their choices.

o It has been noticeable that P4GC has inspired staff in Literacy to set tasks where children write reports, persuasive letters, have debates about global issues. Parents at Open Night commented on the quality of letters on display written to Tony Blair about 'Making Poverty History'.

o At the Deputy Head conference (Sheffield) on July 1st - 78 deputies heard an introduction to P4C from Helen Griffin of DECSY, a brief summary of Dobcroft work and positive praise for the impact this programme has had in our school. In the afternoon, 30 deputies participated in a Community of Enquiry. We have received very positive feedback about these sessions (evaluation slips handed in) and several people have asked if they can contact Dobcroft in the future for further advice. I have strongly recommended that interested people apply for Level 1 training.

o At the end of year Pupils' Parliament review (school council) there was overwhelming support for Philosophy Circles. Children really value the opportunity to discuss together; they are very clear that they have learnt a lot from this opportunity to listen to other people's opinions; they like thinking about situations and scenarios that are very different from their own; they like taking a problem-solving approach and trying to think of solutions. For me the most heartening comments were 'this year I have learnt that I really can make a difference and it is important that I think seriously about things that don't really effect me because actually I can do something'; ' I like philosophy circles because people who normally don't say much at all in class talk and you get to know what they really think about important things'; 'Philosophy circles have given me a lot more confidence - my parents think I have grown up a lot this year because of the way I discuss things at home'; 'I am more independent and I am more responsible.'

o Practically, I have seen an increase in children's interest and motivation in various outreach opportunities. Our Tsunami appeal was totally initiated, organised and supported by children. 3 Y6 girls had the idea of a grand school raffle. They organised the collection and cataloguing of prizes using teams of children from all year groups, even writing the letter home themselves. They organised teams of children to sell tickets, counted all the money and sent a cheque off within 2 days of the raffle. They involved over 40 other children from 7-11 year olds and it certainly felt as though it was a whole community effort. When suggesting charities to donate Charity week fund-raising monies too, the range of suggestions was more focused than usual and there was clear dedication to our ongoing work with the charity TASTE (clean water to Achi in Nigeria). The £800 raised was eventually split between TASTE (Nigeria), The Samaritans (local Sheffield group) and a Cataract surgery initiative for children in Eastern Europe. There was much debate before choosing and children were keen to 'balance' their giving globally. Representatives for each charity have come into school to receive the gifts and to explain further about their work. Our children are very keen to meet representatives and usually impress people with their questioning and comments. We have now supported TASTE for 4 years and have raised nearly £2000 in total. One of our Y6 boys is hoping to visit the Achi project himself this summer when visiting Nigeria. Mark Libido the Nigerian project worker has now visited Dobcroft 3 times. I do believe our children are beginning to have a real understanding of the need for sustainability and self-sufficiency to be the key feature in supporting those in need.

o There has been an increase in children individually raising sponsorship and choosing the charity very carefully (seen in Achievement assemblies).

o We had an overwhelming response to the Make Poverty History and Send a Buddy campaign surrounding the G8 summit. Classes all used the Internet site to 'meet' children who do not, or hardly have the opportunity to go to school and we sent over 300 'buddies' to the G8 meeting. Many of the children's comments were succinct and powerful.

o Also at the Pupils' Parliament review and in the whole school learning survey completed by every child in April there was an overwhelming positive response to the assembly programme where a lot of global issues are raised. Children feel they learn a lot and find assemblies interesting. I know some staff (all those level 1 trained) follow up key assemblies with philosophy circle approaches.

o Whilst many of these comments do not relate directly to the P4GC work I feel they are directly related to the widening of horizons of our children and the recurring themes we present to them through assembly, Growing Up Skills (PSHE), Citizenship, Values Led Education, thinking approach and Philosophy circle. These approaches are interlinked and depend and build on each other. There is little doubt in my mind however that Philosophy for Global Citizenship alone is responsible for opening up the minds and opinions of huge numbers of children who otherwise may 'sit on the fence' or listen and not engage. They are captured by the themes, inspired by the materials and have learnt to feel valued and to value others in discussions. They have learnt it is OK to change your mind and also that not everybody thinks in the same way as they or their parents/family do. Finally, lots of children are showing that they are responsible individuals and 'can make a difference'.

Evidence used for evaluation at Dobcroft:

o Feedback from children, parents, staff and visitors to school

o Parent questionnaire, pupil questionnaire

o Lesson observations

o Staff and pupil enthusiasm

o Myself as a thinker sheets from sample children + question responses from sample

o Survey of all questions raised in philosophy circles

o Responses in assemblies

o Informal chat with children at the dinner table!

o Practical responses around fund raising

o Requests from Pupils' Parliament re. future themes and projects

o Minutes from meetings of Pupils' Parliament showing decision making and rationale

o Quality of work regarding global issues e.g. G8 summit, Rainforest Work, World War 2 work, Citizenship, Human Rights, Equal Opportunities, Values, United Nations, RE, Passport to Life, Personal Targets (work scrutinies)

Intro | Project | Dobcroft J | Stimuli | Recommended Reading | Training