Extend P4C modules develop P4C practice through a series of sessions that address a variety of practical questions, including how to handle controversial issues, how to philosophise with very young children and where to find the opportunities for dialogue in different subject areas.
Extend P4C
Extend P4C courses allow individuals and institutions to extend their P4C practice by exploring philosophical enquiry in relation to a specific stage, setting, special need, subject area and/or skill. They are designed for practitioners who have already completed Level One.
In focused two-hour sessions, these courses discuss the challenges and opportunities that arise when, for example, implementing P4C in RE or doing philosophy with learners with SEND, offering expert advice and resources that you can take away and use.
Institutions can commission modules separately or combine them over a series of twilights or a full day of training. Ask us about availability to book the Extend P4C courses listed below, or if there is an issue you’d like to explore in an Extend P4C course which is not listed here, please get in touch to discuss bespoke commissions.
If you have previously completed the old Level One course, then you may want to consider the courses: ‘Elements of Enquiry’ and ‘Method and Content’ to bring your practice up-to-date.
Extend P4C Modules
Challenging Issues
This course considers some of the challenging issues that may arise when facilitating philosophical enquiry, including politically or ethically contentious debates; topics that are scary or upsetting and issues that may harm vulnerable or marginalised students or staff. This course offers practical considerations for deciding how to address these issues philosophically, and it will help you decide when P4C is not the right tool for the job.
Early Years
Drawing on tried and tested practical examples from the indoor and outdoor classroom, this course offers tools and techniques to support young children (aged 5 and under) to engage in P4C in the Early Years Foundation Stage (EYFS).
Participation
This course shares strategies that promote listening and turn-taking. These techniques will ensure that the whole class is actively involved in enquiry, that some students don’t dominate, and that no one is excluded.
Questioning
This course demonstrates ways to develop students’ questioning skills, helping them to compose conceptual, contestable, connected and compelling philosophical questions in P4C, and elsewhere in education, to ask and answer questions that require critical thinking, analysis, synthesis or evaluation, and not just the recollection of facts.
Primary Literacy
This course illustrates the potential and place of P4C in Literacy (reading and writing). It will give teachers practical ideas for increasing literacy in discrete P4C sessions and embedding P4C across the literacy curriculum.
Health and Wellbeing
Using a range of philosophical activities and opportunities for dialogue, this course reveals how P4C is well-placed to support PSHE (personal, social, heath and economic) education both implicitly and explicitly.
Secondary Science
This course reveals the uses of P4C in secondary science and considers how the pedagogy can make science more relevant, meaningful and support students to construct a deeper understanding of central concepts and ideas. It supports secondary science educators to identify the philosophical dimensions of the science curriculum; adopt a more reflective and dialogic approach to develop a deeper understanding of conceptual and disciplinary knowledge; draw on high-quality resources and develop short philosophical exercises that complement rather than distract from the teaching of their existing curricula.
Elements of Enquiry
The course articulates the new SAPERE Elements which re-envisage the 10-steps, rationalising how the Elements can be more flexible and adaptable, enabling both philosophical exercises and enquiries as legitimate vehicles for philosophising.
Method and Content
This course articulates the distinction between philosophical content and method so that participants can differentiate between what is being philosophised about and how we are philosophising. This combination strengthens our understanding of when philosophical thinking is legitimately taking place.
Get in touch
To book one or a series of the modules mentioned above, or to commission your own.
