Thinking Together in Science and RE

The project was one of 13 projects funded by the Templeton World Charity Foundation as part of the Big Questions in Classrooms initiative. BQiC aimed to help pupils and teachers better understand ‘how knowledge works’– the way subjects relate to each other and how we learn. New Philanthropy Capital (NCP) evaluated the impact and effectiveness of the Big Questions in Classrooms (BQiC) initiative. The report, Achieving impact in education innovation – NPC was published in May 2024, and includes details of the specific projects BQiC supported and NPC’s evaluation.

Aims
Students were taught to generate and examine big questions within each subject, and to enquire into the deep connections between the concepts that underpin these subjects. An extended programme of regular practice in P4C enabled the students to initiate and enjoy intellectually challenging conversations, and to form an ever-deepening understanding of reality. By engaging young people in thinking deeply and reasoning about the concepts that underpin science and religious education through philosophical questions, we can enhance and support their knowledge and understanding of the curriculum as well as the world around them.

Schools
The project involved six secondary schools, including two SEND schools. A total of 42 teachers from science and RE departments took part in Thoughtful (then SAPERE) P4C training and each school embarked on our Award programme. This also included advanced training for P4C leaders and in-school support from Thoughtful trainers. Although the project originally focused on Years 9 and 10, the training of teachers in P4C subsequently impacted on additional year groups and subjects beyond science and RE. The project also enabled significant progress in adapting and enhancing P4C for SEND schools Alt Bridge P4C page and Villa Real P4C P4C.

Impact
An interim independent evaluation report written in 2022 by Dr Aneta Hayes or Keele University, found that teachers on the project reported increased perceptions of their confidence levels especially when making connections between science and RE, and when helping students to think critically and express their own ideas. Teachers also reported that P4C pedagogy enhanced the abilities of students to think philosophically across the subjects. Participants reported positively their discovery that “P4C aims can be transferred to all pupils regardless of abilities or disabilities” and valued seeing students “who do not normally get involved in discussions get really “into it””, seeing their confidence developing as a result.

A final independent evaluation report undertaken during 2023-24 by Dr Jonathan Dohert found that the use of Philosophy for Children (P4C) had a strongly positive impact on teaching, learning, and student engagement across all six UK secondary schools. It found that using “big questions” and structured philosophical dialogue helped students develop critical thinking, confidence, empathy, and the ability to articulate and challenge ideas, while also increasing their enjoyment and engagement – particularly through active, discussion-based learning. Teachers reported improved confidence, pedagogy, and cross-curricular links between science and RE, with both subjects seen as complementary ways of exploring knowledge and meaning. The project also fostered more collaborative classroom environments (“Communities of Enquiry”) and benefited from strong leadership support, though challenges such as limited curriculum time, uneven staff training, and varying student confidence remained. Overall, the evaluation concludes that P4C is an effective and transferable approach that enhances both student outcomes and teaching practice, with potential for wider adoption.

Resources
A legacy of the training, support and networking between project teachers and Thoughtful trainers has been the development of a series of 18 resources. These Concept Exercises in Science and RE which are available on the Thoughtful Resource Library along with with a list of additional Stimuli, Concepts and Questions.

Thoughtful Trainer Jane Yates also compiled three Padlets of materials on P4C, secondary Science and RE,  for P4C and SEND and P4C and decolonising the Science and RE curriculum.

As part of project networking, a series of four public ‘In Conversation’ webinars were held in 2023-2024. Recordings and resources from these webinars are available below:

“In Conversation: Thinking Together in Science and RE“(May 2023), explored how philosophical enquiry can deepen engagement within and between the subjects of RE and sciences. Contributors: Dr Pat Hannam and Dr Lynda Dunlop. Watch the recording on YouTube. 

“In Conversation: P4C and SEND“(March 2024), explored how the pedagogy of P4C has been used in two different special school settings as part of the Thinking Together in Science and RE Project. Contributors included Laura Beckham and Angela Doogan from Villa Real School, James Cook and Claire Winstanley from Alt Bridge School, and Tracy Edwards from Leeds Beckett University. Watch the recording on YouTube.

“In Conversation: P4C and secondary RE and Philosophy” (June 2024) explored the pedagogy and impact of Philosophy for Children (P4C) across Religious Education (RE) and Philosophy Departments.  Contributors included: Sam McKavanagh from Larkmead School (Oxfordshire), John James from Grey Coat Hospital C of E School (London) and Jim Connolly from William Howard School (Cumbria). Watch the recording on Youtube

“In Conversation: Decolonising Science and RE in P4C” (June 2024). A thoughtful provocation for science and RE educators highlighted some important concepts in decolonising the curriculum in P4C.  Contributor: Pran Patel, author of The Anti Racist Educator (Published by Corwin 2022). Watch the recording on YouTube.

Further Training