dc.contributor.author	Wade, Tom
dc.contributor.author	Sparrow, Amy
dc.contributor.author	Belfitt, Nick
dc.coverage.spatial	United Kingdom of Great Britain and Northern Ireland
dc.date.accessioned	2023-05-09T09:19:34Z
dc.date.available	2023-05-09T09:19:34Z
dc.date.issued	2023
dc.description.abstract	Background and purpose: This study sought to support 10 learners in a Year 13 A-Level politics class, with a particular focus on three students who were identified as being at the top, middle, and lower ability of the class. Philosophy for Children (P4C) was used with the class to explore its usefulness in developing students debate and discussion. Aims: We wanted to use ‘P4C’ as a tool to build and develop students abilities to engage in meaningful discussion and debate on different political topics. If successful, this should also result in an improved ability to write purposefully about the topic in an essay. Study design or methodology: We used research lesson study, to work collaboratively with colleagues, and to take student interaction and feedback (post-lesson interviews) as the basis for reflection and onward planning. We particularly focused our lesson study observations on 3 students identified as top, middle, and lower ability. All students were aged 17 to 18 years. Findings: Students showed an increased confidence in engaging in debate throughout the three lesson series. The P4C model allowed students to demonstrate and develop their knowledge and understanding of topics covered in politics lessons. Using P4C as a tool to bring together a topic before an essay is written gives students the confidence to see the material come alive in discussion and consider different points of view. Implications for practice: A P4C model has been developed for the school and delivered to staff at INSET. Research lessons are now embedded as a learning tool at Haileybury due to their benefits for staff and student learning.
dc.identifier.uri	https://hdl.handle.net/20.500.14069/260
dc.language.iso	en
dc.publisher	Camtree: the Cambridge Teacher Research Exchange
dc.subject	oracy
dc.subject	P4C
dc.subject	philosophy for children
dc.subject	politics
dc.subject	discussion
dc.title	What is the impact of Philosophy for Children on Year 13 politics pupils in their consolidation of knowledge at the end of a topic?
dc.type	Research Report
lrmi.educationallevel	ISCED Level 3 Upper secondary education
lrmi.targetname	iscedf13::Arts and humanities::Humanities (except languages)::Philosophy and ethics
lrmi.targetname	iscedf13::Social sciences, journalism and information::Social and behavioural sciences::Political sciences and civics
lrmi.targetname	iscedf13::Generic programmes and qualifications::Personal skills and development::Personal skills and development
lrmi.typicalagerange	17-18

What is the impact of Philosophy for Children on Year 13 politics pupils in their consolidation of knowledge at the end of a topic?

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