Questions? Call us on 01245 830123

Do you do P4C, but want teachers to "own it" more?

 

You know enough about P4C to value its contribution to your school. Teachers enjoy facilitating discussions and have seen philosophy make an immediate impact with their pupils. They may be already using our extensive bank of Philosophy Circles session plans. However, you feel staff need extra support in crafting their own sessions into their topics, so that P4C becomes an integral part of their long-term planning.

Curriculum Clinics: One-to-one Collaboration with Teachers or Year Team Groups

 

Curriculum Clinics give teachers or year teams personal tuition and coaching in embedding P4C sessions into their topics. We explore their established curriculum plans and work with them to pinpoint opportunities for where deep philosophical questions can push their and challenge their pupils.

These personal sessions build upon training the teacher may have already had to ensure P4C doesn’t get squeezed out by other commitments, and ensure philosophical discussion remains a central component of their short, medium and long-term plans.

Create a curriculum full of 'deep fun'

More and more children arrive in reception scarcely talking at all

Parents distracted by social media speak less to their children, and the impact is growing. In one school with many younger parents, children joining reception completely nonverbal rose from five, to half to the class.

If they don't learn to talk confidently to groups in their primary years, it's unlikely they ever will. That impacts their learning, and their economic and social wellbeing.

Develop a curriculum that helps pupils overcome the different obstacles they have to speaking:

  • When to create shared, immersive experiences that stimulate thinking
  • How to host a Argumentag tournament and debate games that build confidence
  • How to use our series of ‘Spot and Stripe’ videos to get EYFS children speaking
  • Identify specific Community-building activities to help pupils collaborate
  • When to use ‘Small Talk before Big Talk’ - how to keep them talking while raising the stakes

 

Develop a curriculum that increases pupils’ independence

We have to be able to command children’s attention in order to teach. But the techniques which establish our presence work against us when we want children to look to one another for answers. Curriculum Clinics help teachers identify opportunities to pass responsibility to pupils, thus generating greater independence:

  • Which particular activities are best for ‘Going into Orbit’
  • How to take ‘safe risks’ with new ideas
  • A tried and tested timetable for transferring facilitator roles to the pupils
  • How to use displays to give pupils responsibility for choosing questions

It has been fascinating to watch the children engage with a range of challenging topics with maturity, enthusiasm and empathy thanks to the facilitation provided by Tom. Their curiosity was inspired by the thought-provoking stimuli in each session and several individuals, who usually find it challenging to share their ideas, came to the fore during the big discussions.

Pupils comment that they are thoroughly enjoying P4C and enthusiastically anticipate their lessons with Tom each week; they also site that ‘they enjoy the challenges to their thinking.’

Since commencing P4C, we have noticed a dramatic increase in the children’s ability to discuss concepts with their peers and they have vastly improved in their ability in looking at one another when speaking, in actively listening to one another and in building upon and challenging others’ views and opinions. Before the lessons started, the children were not listening deeply to one another and responding to one another constructively – they had their opinion and that was it. We have also noticed an increase in confidence and concentration.

Initially, the children tended to direct their responses towards the adult. After a couple of weeks however, they were looking at the child they were responding to and dialogue bounced around the room without adult intervention.

Enquiry based methods are also being instigated by the pupils themselves in other curriculum areas: 

  • Who is the villain in Macbeth?
  • Who is responsible for King Duncan’s death?
  • Was the Highwayman guilty of any crime?
  • Is jealousy an acceptable motive for murder?
  • Can murder ever be justified?

As teachers, we are excited about working elements of P4C into our day-to-day classroom practice, particularly when creating and discussing questions during class reading sessions.

 

Sharree Johnson and Jonathan Hall, Amesbury Primary School

p4c training

Immediately enhance teachers’ practice

The collaboration starts before the Clinic begins. We ask teachers to send their medium- and long-term plans to use in advance, so we can begin planning with them from the very first minute. By the end of a session, they will have scribbled all over their plans with philosophical questions and potential activities, be buzzing with excitement, and have a fully formed session-plan ready to deliver the next day.

 

How to find stimuli that encourage thinking, but don't say what to think

It is said anything can be a stimulus, and this often leads to videos, pictures and stories loaded with powerful morals and messages. Curriculum Clinics give staff a deeper understanding of how to spot a stimulus that’ll create philosophical discussions, and which are best left for a winning assembly.

  • How to use ‘Reverse, Remove, Exaggerate, Split!’ to create their own stimuli
  • How to use the ‘Parable of the Spoons’ rule to test stimuli for objectivity
  • How Philosophy in Role in your topics engages children's imaginations


Deeper understanding of Y-Questions that stretch but don't scare

Less confident speakers can fear speaking in class in case they get it wrong. That freezes their speaking while more confident children do the talking and speed ahead. The Y-Questions at the heart of Philosophy Circles are difficult to decide and hard to be sure of. This allows less confident learners to feel they won't get it wrong, while giving a greater challenge to able children who are used to getting it right.

  • How Philosophy in Role adds substance to ‘contextually-shallow’ dilemmas
  • How a simple grid makes creating Y-Questions easy for pupils
  • How ‘Forgetful Storytelling’ leads to joyful classroom collaboration
  • Why closed questions can be better than open ones

 

How to planning less gives more space for children’s independence

With the ever-increasing pressure from above, teachers feel more and more accountable for planning every minute of children’s learning. It creates a dependency culture, with children always looking to the teacher. Curriculum Clinics help teachers plan less, and feel confident to let questions do the work:

  • How to support deeper reflection about seasonal events such as Christmas, harvest and Easter
  • Making the most of Thinkers’ Games spontaneously during an enquiry
  • Simple, flexible go-to activities that remove the fear of going into the unknown
P4C Training

After an inspiring and informative Inset Day, led by Tom, all staff were eager to try out P4C strategies and felt strongly about the principles P4C promoted.

P4C has enabled children to voice their opinions in a calm and controlled manner whilst having their views challenged. It has provided them with time to critically think about their own morals, beliefs and thoughts.

We invited Tom back for Interfaith Day! Through P4C, children naturally made comparisons and built upon their RE knowledge. Children thoroughly enjoyed the current and interactive assemblies, pitched appropriately for each Key Stage.

The weekly bulletins inspire and instigate current discussions with the children which can occur in many curriculum areas. The mini resource booklets are great too as they are concise and clear. The resources are practical, effective and require very little preparation- which is great!

Though we have separate P4C sessions, we have easily and seamlessly begun to use it in other curriculum areas.

Just fantastic!

Kayleigh Dell

Greenway Primary School

Once again, many thanks for an inspiring and encouraging workshop at Harmondsworth School. Personally, I found it useful to build on a shorter workshop ,which I experienced about 3 years ago, but also to see how it can be used in mainstream settings such as ours, as well as with higher achievers .

David Beeston

Teacher, Harmondsworth School

It was great to meet you and work with you today; I thoroughly enjoyed it; I found it engaging and thought provoking. It was super that we had so many opportunities to try out the activities/games etc. The 'hot off the press' booklets are such a good idea; I will certainly be reading through mine over the weekend as I intend to try out a game or two with my class next week

Ali Few

Deputy Headteacher, Broomfield School

'Very active, good clear explanations and stimulating! I'll use it with my child too, not just in class' 

Elena Rodolfi

'Clear examples of how the program should run. Very practical, hands-on, nice facilitator!'

Isabella Giraldi

'A great course for anyone needing a new approach to teaching and questioning. It really opens the mind to further possibilities' -

Jade Jones

'A thought provoking, worthwhile day!'

Maragret O'Connor

'Educational, eye-opener, practical and fun. It was practical so I had an opportunity to experience how children would benefit from this activity' Wema Mwendamseke

'A great workshop, interactive, filled discussions and stimulating' -

Siddique Miah 

'Well planned workshop, very interactive and fun. Can be applied to almost all age groups.'

Jane Sparrow

 

 

 

Teaching Staff

Morningside Primary School, Hackney

Engaging, pacy, well-presented and (Tom was) knowledgable. Lots of practical ideas and links to use in lessons. Great delivery, kept us engaged all day.

Adam Dlugoszewski, Whitehouse Primary School

Made enjoyable and memorable by actually taking part in the community tasks. Lots of participation which gives clear examples of how to deliver to children. Opportunities to think and plan for our own year groups. Tom delivered the course exceptionally well - clear and fun!

Delphine Gunn, Tickford Park Primary School

Confident, fluid and entertaining. A very interactive, hands-on and practical. I particularly liked planning sessions within the course.

Caroline Prudence, Two Mile Ash School

A good balance between presenting and lots of practical activities which enabled demonstrations of key concepts. I look forward to starting back in school!

Lucy Eldridge, Two Mile Ash School

 

Teachers

Milton Keynes Teaching School Alliance

Brilliant! Tom was gentle and inclusive and allowed us all to contribute. Just great! Come and deliver a session in school!

Cathy Kelly, St Thomas Aquinas School

Lots of practical ideas and activities that can be used easily in school. These can easily be adapted to the curriculum already being taught. Tom was very knowledgable and able to adapt ideas and direction of course to answer individual questions.

Karen Bridges, Deputy Headteacher, Green Park School

Tom was very engaging and had a good mix of practical and theory. A thoroughly engaging course with practical elements you can use in the classroom the next day.

Tom Ruffett, Two Mile Ash School

Fantastic training where all staff were highly engaged and are now ready to start the P4C strategies at school. Very well organised, fun for all and lots of ideas to use immediately.

Andrea Wadsworth

Crosslee Primary School, Manchester

‘An excellent way to develop critical thinking and confidence’

Jill Wright

‘An extremely useful session – children need to be critical thinkers’

Sarah Smith

‘Really thought provoking and interesting’

Hannah Thompson

‘A fabulous day that has inspired me to reflect upon everything;

Sophie Rigby

'Excellent day, very useful, really enjoyed this lesson’Carmaleta Henshaw

Carmaleta Henshaw

‘All very relevant and easy to relate to. A creative way to engage adults and encourage / inspire them to plan differently. Clear progression from Year 1-6’

Sophie Hadwin

‘Great examples given to enable children to become critical thinkers’

Claudia Cotton

Teachers at Whitefield Primary School

I just wanted to drop you a message to say thank you so much for such a fab session on Tuesday. I thought it was informative, relevant and full of very useable practical ideas which will definitely be used in my year two classroom. 

Thank you once again.

Sophie Vellacott

Year 2 Teacher, London

'This was a very active, informative session and has provoked a lot of ideas about how I can implement it in my classroom.'

'Outstanding presentation.'

'Great facilitator with lots of energy!'

'Fab! Lots of hints and tips and great interactive demonstrations. I now feel confident to have a go at implementing in a science lesson.'

'Absolutely excellent, thank you!''Really brilliant - has given me lots of ideas. Am excited anboit applying these in my classroom.'

Teachers

Lomdon Teachfirst Conference 2016

'Best INSET ever. Fantastically resourced, well paced and great learning.'

'Got us all thinking. Lots of brilliant ideas to use in the classroom. Really interactive.'

'I am going to take up Philosophy! Very thought provoking!'

'Activities are challenging to the thought process. I intend to use all of them in my teaching.'

'Excellent ideas to encourage children to think and debate. Also to question their opinions in a safe environment.'

'Great pace and presentation.'

Teaching Staff

Greenway Primary School

Extend philosophical thinking to the home

 

Today’s children are bombarded with stimulation: vlogs, social media, viral clips, and a 24-hour news-cycle depicting a divisive world. Children are absorbing information at a higher rate than ever. The need for genuine, face-to-face conversation to help pupils understand and process it all has never been greater. However, opportunities for meaningful discussion acan be rare. Curriculum Clinics not only help teachers plan for in-school learning, but provide tried-and-tested ideas for motivating parents to have reflective, philosophical discussion with their children:

  • How to set home-talk, rather than home-work
  • How to market and deliver parent events to inspire them to engage their pupils in deeper discussions
  • How to empower parents to use the news as starting points for discussion
  • How to get parents ‘Concept-Spotting’ to recognize the philosophically problematic aspects of their children’s experiences
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BONUS: A whole-school philosophical assembly

 

The ever-increasing workload on teachers means more effort than ever goes into day-to-day classroom practice. This is often to the detriment of whole-school events and programmes – meaning pupils missing out on memorable experiences that broaden their friendship groups and develop their confidence.

See this in action with a whole-school assembly, with follow-up activities and session ideas, included in the day.

Curriculum Clinics not only help teachers plan less to better manage their day-to-day responsibilities, but provide staff with tried-and-tested ideas to maintain commitment to other ideas that may not be getting the time they deserve:

  • How to spot concepts and questions that span age groups and so perfect for assemblies
  • How to make the most of interactive displays to encourage a wider conversation
  • How to make philosophy a competitive sport to be battled out between houses/year groups/schools!
  • How to host a ‘Philosothon’ and invite other schools to take part too
  • Guidance on which philosophical concepts for themed events

 

Why choose us to help you enhance your curriculum?

We are both experienced teachers who work with teachers and children week-in, week-out, and have both made careers out of delivering philosophy as part of the school curriculum.

Whilst teaching English at Sutton Grammar School, Jason Buckley rotated around Year 7 forms, facilitating discussions off the back of philosophical stories. These were popular, and years later when he was looking for a name for his new organisation, he remembered one boy exclaiming “Yay, it’s the Philosophy Man!”

Whilst Jason was fast making his name as The Philosophy Man, Tom Bigglestone was heading up his own projects - in schools. He became fascinated with the role of philosophy in the classroom, and alongside his duties as a Head of Department, he attended every course possible, crafted and delivered several philosophy curricula, and completed a Walter Hines Page Scholarship on assessing philosophical skills.

So in early 2017, we created Philosophy Circles – a streamlined approach to P4C based on experience trials with thousands of participants. Built around three simple principles, it enables shorter, high-impact sessions that use existing topics as fuel for philosophical enquiry.

Everything we do revolves around the goal of making Philosophy accessible to pupils. We are internationally renowned for our curriculum-based resources, but don’t take our word for it – read what teachers say below:

spot-stripe-screenshot-the-philosophy-man

What teachers say about our resources...

These resources are absolutely superb. I've been trying/failing to use my imagination to get our girls more interested in this kind of thing. After using various books, an outside speaker and my own imagination I've made a tiny bit of progress, but your exercises captured the girls' imagination much more quickly. Great stuff.

 

Mary

Teacher

Just wanted to thank you for all the resources you have created/sent to me/posted.  They're great and I'm using them weekly with my class.

Debbie Brooks

Can I start by saying how fantastic I think your ideas are - I really enjoy getting your emails and my Y6 class and I have really enjoyed using many of your stimulating resources. Recently, we spent all afternoon philosophising following your 'should Russia be sent home from the euros?' stimulus - kept my lively class engaged for hours. So huge thanks!

Jo Lowe

Newlands Primary School

Suddenly remembered that I have an inbox full of your emails and I have found so many good resources for kick starting discussions and debate. I am planning this lessons for year 7 form tutors (mainly PE, Maths and Economics teachers) so it has been really useful to have interesting resources to build on.

Lucy Strike

William Ellis School

There is definitely a buzz with your P4C materials with my current class and colleagues, which is all down to you.

Heather Soar

Handsworth Primary School

Thank you so very much for your wonderful P4C resources. I will prepare the sessions during the summer holidays in case I find another school who would like P4C before then.

These first lesson examples you have so kindly shared will be really useful and I just wanted to say a big thank you to you for your generosity of spirit. This will really help me to get going.

Rachel Hutchings

Kent County Council

I wanted to send you a thankyou as i have bee4n completing a research project in school this year and your emails inspired me to create a philosophy SOW for my year 8s.

Ann Morris

St Ambrose Barlow School

I wish to say a most heartfelt thank you to you as I used some of your exercises as part of a mini project and it has had tremendous feedback both from staff at my school and from tutors at university. I really appreciated you taking time out from your busy schedule to help me.
 
Thank you also for the wonderful resources that you send out, (the doughnut and it's hole being my current particular favourite - I have even had teachers reading philosophy papers about the concept of holes as a result of this lesson!)

Andrew Lawson

I just wanted to say a huge thank you for your emails, I am finding them to be more useful than the majority of the information that I paid to have access to! I have only just started a P4C group as a volunteer at my children's school, my enthusiasm is by far more dominant than my experience and your emails are a really valuable guide.

Gemma Soper

I just want to thank you for all the P4C resources that you have been emailing me.  Our school uses them regularly as we conduct P4C throughout our primary school from foundation to year 6 once a fortnight. Most of our staff are quite new to P4C so your resources  have been greatly appreciated.

 

Tracey

Athersley South Primary School

A note to thank you for the resources you send weekly. A few years ago I did the SAPRE level 1 P4C course and practiced it for a short while. However my interest has been revamped since recieving your weekly resources and I have now begun to practice it again with the year 6 class that I teach once a week. I am now in senior management and am encouraging others to take this up by observing my sessions and passing on your resources to teachers of older pupils in the school.  Your hard work is much appreciated. Many thanks.

 

Tara

Thankyou Jason for all these fabulous resources, as a Headteacher of a small primary you have given me so much to work with.

 

Christine Kirton

Headteacher

Thank you for the either ories stimulus, it was just what I needed to get my reception class really engaged with philosophy. Our final episode involved arriving back at the port and being offered the opportunity to stay and continue exploring or to go home. They absolutely loved it and we are following it up today.

Clare Walsh

Reception teacher

Thank you so much for your email and the inspirational attachments!
I left the first 'Would You Rather...?' (bear/snake/monkey) for PPA cover for my Y1 class this morning with very clear instructions on how it should be used and returned to find my TA and class incredibly positive about talking about their feelings and able to articulate their thoughts much more clearly!


A major breakthrough in a class that has found the transition to KS1 very hard so far, even with me as an experienced EYFS/KS1 teacher!! They are immediately more confident in talking through their thinking and gave clear and eager explanations all afternoon!

Let's hope they can continue to develop their deeper thinking and reasoning skills and the confidence to participate more!

Tina Hammond

Foundation Stage Phase Leader

What an incredible resource!
Many thanks!

Jules

Teacher

Excellent, excellent resources.
 
Thank you very much.

Lisa Chaffer

Teacher

Many thanks for all of your wonderful resources which you have kindly sent to me over the past 18 months. I have thoroughly appreciated all the help and inspiration you have given me. It has been invaluable.

Peter Reader

Thanks a lot for all the good material and great ideas. I've been working in Philosophy for Children in Porto, Portugal, since 2015 and I'm getting even more enthusiastic with your help.

Actually, last week i was making some research online about icebreakers and other games to apply with the children, and then i received from you some good examples to try in class. Coincidence? Maybe, maybe not!

Marco Antonia

Teacher, Portugal

Thank you for your posts. They have been inspiring, giving me lots to think about and share.They put a new slant on everyday situations, real depth rather than the usual superficial conversations.
Regards

Avril Hapley

Teacher

What’s the difference between Philosophy Circles and “traditional” P4C?

All P4C gets children thinking about challenging questions, and teachers act as facilitators rather than knowledge-givers. Traditional P4C follows a series of stages. Children see or read a stimulus, think about the ideas in it, create questions, evaluate the questions, and then choose one to talk about. In Philosophy Circles, the facilitator usually asks the first question, so the discussion gets started faster. The children’s own questions are still important, but they emerge through discussion. Rather than stages, Philosophy Circles is built around three facilitation principles which run through the whole process. It makes it more fast-paced and versatile for use across the curriculum.

Philosophy Circles

 

This all sounds great, but what will OFSTED say?

With the relentless focus on data, everything schools do has to show an impact on maths and literacy. Fortunately, not only does OFSTED look very favourable on Philosophy for Children, but a recent EEF study demonstrated that it had a positive impact on both maths and literacy scores. We are excited about philosophy for its own sake, but it’s nice to know that it has a benefit for measurable outcomes, and in particular that it helps to diminish the difference between disadvantaged children and their peers.

‘Philosophy for Children is giving pupils the skills they need to present a point of view and become more articulate, thus boosting their confidence

St Matthews School, Westminster

“Impressively, year 2 pupils can identify ethical dilemmas in their fiction books and propose related questions for discussion in philosophy lessons” “Philosophy lessons challenge pupils to respond to probing questions, such as, “Are all humans connected in some way?”

Churchfields Infant School, South Woodford

The school advises and supports other schools in the use of philosophy with children. This exemplary practice is spreading throughout the school and is having a positive impact on pupils ‘communication and thinking skills and this is beginning to be reflected in their achievement. In an excellent philosophy lesson in the nursery children were challenged to think about the characteristics of two imaginary characters and whether they would change depending on their facial expressions or on what they wear. The curriculum is broad and balanced and meets pupils’ needs well, including the excellent promotion of their spiritual, moral, social and cultural development and philosophy.

SparHawk Infant and Nursery School, Norfolk

In a year 5 and 6 philosophy lesson, excellent use was made of a recently released Christmas advertisement for a famous store to encourage pupils to identify sophisticated concepts such as reliability, hope, trust and friendliness. This work made a particularly good contribution to developing their social and moral awareness

North Lakes School, Penrith

‘The thought provoking and exciting curriculum the school has developed over the last two years is an outstanding component of the school’s success (this includes) the development of ‘Philosophy for Children’, a powerful tool which both excites the pupils and gives them the confidence to explore stimulating and challenging ideas and concepts. It not only strengthens their academic learning, but also encourages their empathy for others and gives them insights into the adult world

Ropsley Primary School

Why can’t teachers just use our resources?

 

For P4C to have a long-term impact in schools, teachers need to be empowered to generate their own ideas for their own curricula. Although our session plans are extensive, they’re not exhaustive.

 

By booking Curriculum Clinics, you are giving teachers the opportunity for one-to-one CPD with practitioners who have been innovating at the cutting edge of P4C for years. We’re passionate about teachers becoming P4C planners in their own right so their pupils can enjoy unlimited philosophical enquiries as they progress through school.

 

P4C will be used more frequently if teachers plan sessions for themselves.
P4C will be used more frequently if teachers plan sessions for themselves.

What do you get by booking Curriculum Clinics?

Philosophy for Children is recognized for raising attainment and well-being, but like any approach, it can easily fizzle out after initial enthusiasm. Here’s why Curriculum Clinics foster your long-term success:

Idea to integrate P4C into your existing curriculum

Trainers who still work with children

A Clear, flexible structure

Practical, interactive sessions

Ideas for ALL ages

How do we know your ideas will be any good?

Our lesson ideas are tried and tested day-in, day-out, and not only by us. Read what teachers have said about our resources below:

'The girls were really engaged by the problem, and brought up many of their own questions. It was a great platform for them to ask Qs, not just say what they thought.'

On Weaving the Bridge

'The girls were really engaged by the problem, and brought up many of their own questions. It was a great platform for them to ask Qs, not just say what they thought.'

'This was a super lesson. The girls were really captivated and we ran out of time discussing the pros and cons.'

'This was perfect for Year 3 + 4, right up their street!'

On Robot Teachers

'They enjoyed designing a robot and thinking about the question of whether a robot teacher is a good idea or not.'

'This worked brilliantly with Year 4, they designed robots and were animated during the discussion.'

On Is it fair to expel the unpopular?

'A fantastic lesson, they constructed and acted out their arguments successfully.'

KS2 Teachers

St Hilary

"Y1 Children loved the idea of no numbers and carried on talking through the consequences through lunch!"

On The Numbers' Strike:

'A fun brilliant lesson – a nice change from some heavy concepts we often discuss. Gave opportunity for problem solving thinking.'

'Great idea – enjoyed by all!'

'Y1 Children loved the idea of no numbers and carried on talking through the consequences through lunch!'

On Running Out of a Job

'Fantastic lesson, which allows the children to explore different ideas and question themselves. It also provides a good/easy platform for them to question each other'

'Y1 Having gathered and written down ideas for the fishermen we put them on tables and the children decided which they agreed with and defended their ideas –or changed their minds. They did very well and were fully engaged'

On Fairies at the Bottom of the Garden 

Y1 children loved this and immediately related it to tooth fairies. They sat at tables to express which character they agreed with and were very good at explaining their reasoning. 

'Provoked great discussion and higher order thinking.  Some children particularly keen on fairies loved this lesson!'

KS1 Teachers

St Hilary's School

"We have been struggling to find stimuli/resources which 'fit' our units."

Now, with your demonstration of 'backwards planning', we can 'personalise' our units whilst practising our thinking skills at the same time.

I thought you might also like to know how these sessions have spilt over into other areas of study.   Talking about the second world war, and watching the Book Thief in particular, gave rise to a prolonged discussion (over two days) about how we should act and how we might really have acted in those circumstances it was quite fascinating to listen to them and hear the questions that they asked of themselves.

The final stage - ensuring all the thinking skills are being taught - puts all the pieces of the puzzle together.

Margaret

Teacher

"The resources are practical, effective and require very little preparation- which is great!"

After an inspiring and informative Inset Day, led by Tom, all staff were eager to try out P4C strategies and felt strongly about the principles P4C promoted.

P4C has enabled children to voice their opinions in a calm and controlled manner whilst having their views challenged. It has provided them with time to critically think about their own morals, beliefs and thoughts.

We invited Tom back for Interfaith Day! Through P4C, children naturally made comparisons and built upon their RE knowledge. Children thoroughly enjoyed the current and interactive assemblies, pitched appropriately for each Key Stage.

The weekly bulletins inspire and instigate current discussions with the children which can occur in many curriculum areas. The mini resource booklets are great too as they are concise and clear. The resources are practical, effective and require very little preparation- which is great!

Though we have separate P4C sessions, we have easily and seamlessly begun to use it in other curriculum areas.

Just fantastic!

Kayleigh Dell

Greenway Primary School

Who are we?

About Jason Buckley

The Founder and Director of The Philosophy Man. A life-long philosopher and former teacher, English, Jason is now an internationally renowned trainer, writer and speaker on P4C, classroom dialogue and stretching the more-able. He is author of two books, with more in the pipeline. He is also an outdoor educator, storyteller and improviser, and all these skills come together in his lively training, with minimum of Death by PowerPoint.

Click here to find out more about Jason Buckley →

About Tom Bigglestone

Tom's courses are incredibly well-received thanks to his several years’ teaching experience. He has been Head of Department at both primary and secondary level, and in both the maintained and private sector. He has specialised for several years in P4C, and in 2014 was awarded The Walter Hines Page scholarship, for which he spent time in the United States researching assessment of philosophical skills. He brings his vast classroom experience and know-how into his energetic and interactive training.

Click here to find out more about Tom Bigglestone →

How to book

Your whole school day can be filled with curriculum clinics and philosophical assemblies. We just need half an hour for lunch and a resupply of tea!

To find out more about how we can work with you, fill in the contact form below or email tom@thephilosophyman.com

Peak INSETs Full dayMon, Fri Full/half dayTue – Thu Full/half day
from £1250£1000 / 600£750 / 400

Any questions?

If you have any questions, or would like to make a booking, please fill in this form. We'll get back to you as quickly as we can.

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