Summary of Project

Funded by Oxfam Tier 3 grants, DECSY worked with a group of primary deputy head teachers over the course of a year to explore the potential of P4C methodology for Global Citizenship. These teachers received Sapere accredited P4GC Level 1 training to enable them to use P4C methodology in their schools. Following the training those teachers developed work with their pupils and staff supported by whole day and twilight project group meetings with the project coordinator, Helen Griffin.

During the course of the project the teacher group have been able to explore issues related to the use of P4C within work on global citizenship, try out a variety of stimuli material and assess the impact on groups of children's understanding of global citizenship issues.

In March 2005 a further 15 primary teachers and development education workers received the P4GC Level 1 training co-facilitated by Roger Sutcliffe (Sapere) and Helen Griffin (DECSY). Other training and dissemination activities have included a presentation and workshop at the Sheffield Deputy Head's conference 'Let's Think' in July 2005.

Project Outcomes

Angela Heald of Our Lady Mount Carmel Primary School, Doncaster saw a marked improvement over the course of the year in her Y2 pupil's reasoning skills:

'In April 2005, their responses spontaneously gave reasons without me needing to encourage them to do so. Their reasons were more factually orientated than emotive ones. They were able to articulate their reasons with more confidence.'

She further reports:

'As class teacher / facilitator in philosophy sessions I have found that I have needed to be open-minded and adaptable when planning the sessions. The children's responses to a text, picture or Newsround episode have not been what I anticipated so where I thought a global citizenship theme could be incorporated into the session, this has not always been the case.

As a facilitator I have found it to be a vital role in listening to what the children think or already know as a starting point for Global Citizenship. I have been able to probe children's thinking deeper by asking for reasons or explanations, making the children think more about their own perceptions but also giving opportunities for peer learning.

I have made notes in order to follow up misconceptions made within philosophy sessions in a later lesson. For example, in a session I led with Year 6 on the melting of the ice caps in The Antarctica, I let them discuss the impact it would have, without putting forward facts or my own perceptions.

I challenged factual errors or misconceptions later outside of the philosophy sessions.

I feel this is crucial otherwise there could be a danger of the children becoming inhibited and philosophy sessions becoming too 'knowledge based' if as a teacher rather than facilitator I 'give the answers'.

In giving the children the opportunity to take control of sessions, in choosing questions and leading the debate with their opinions respected and worthwhile, I feel elements of the Global Citizenship curriculum have been covered in a way in which is more difficult in a 'traditional' curriculum approach.

For example the key concepts underlying the notion of the global dimension to the curriculum have been addressed in many philosophy sessions irrespective of the subject being discussed.

Giving pupils the opportunity to change their mind and express this within the 'last words' is vital in developing their citizenship skills.

Key concepts of human rights, values and perceptions and social justice have had a huge impact through philosophy for children sessions.'

Click here for a report of work at Dobcroft Junior School, Sheffield.

By Kifo

Possible stimulus for a philosophical enquiry.

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