|Provider Rating||(from 9 reviews)|
|Description||The Philosophy Foundation's flagship training course, providing you with the skills and tools run philosophy sessions with your class.|
|Categories||Primary, Secondary, Higher, Teaching and Learning, Sciences, Mathematics / Numeracy, KS1, KS2, KS3, KS4, English / Literacy, Humanities, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Work-life Balance, Global dimension, Education system, Behaviour for Learning, Diversity, Gifted and Talented, Inclusion, Personalised Learning, Out of school, Book, Collaborative Learning, Aspiration Interventions, Feedback, Gifted and Talented, Mentoring, Meta-cognition and Self-regulation, Social and Emotional, Teaching Assistants, Gifted and Talented Coordinator, Use of Pupil Premium, PSHE, Identifies activities where TAs can support learning, rather than managing tasks, Skills taught directly linked to learning in schools, encouraging pupils to apply the skills they learn, Approaches to raise aspirations are not focused to increase learning, Teaching approaches that ensure students have the knowledge and skills to progress towards their goals , Generalisations in aspiration intervention are avoided, There are approaches to support pupils working together, Tasks are designed carefully so that working together is effective and efficient, There are opportunities to make use of competition between groups to support pupils in working together more effectively within their group, Provides approaches that encourage lower achieving pupils to talk and articulate their thinking in collaborative tasks , Provides approaches to sustain the benefits once the mentoring stops, Provides approaches for a balance between support and challenge, Provides approaches for individualised learning tasks activities , Provides approaches to individualise learning activities supported by technology for effective practice, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Help schools find best way to spend Pupil Premium , Raising Aspirations/Expectations|
|Learning outcomes for participants/users and, where relevant, pupils or students||
By the end of the course teachers will be able to:
Learning outcomes for pupils include improved:
All pupils are likely to benefit from Enquiry Based Learning and Philosophical Enquiry as it develops S&L and gives pupils an opportunity to explore the curriculum and their learning collaboratively.
|Evidence underpinning this approach||
Over the last five years research (Including Ofsted, The Rose Review (2006), The Cambridge Primary Review (2009) and a report by the Confederation of British Business (2010).) into children and education has consistently highlighted the effects of communication difficulties on behaviour, learning and emotional relationships. Reports indicate that this is due to emphasis being placed on teaching to test rather than deepening understanding. Memorisation and recall have been valued over enquiry and creativity and children are leaving school without the skills necessary for them to be able to actively participate in society.
Using Enquiry develops speaking and listening skills that will impact across the curriculum and also on confidence and communication skills.
TPF’s model of Philosophical Enquiry and Enquiry has been in development over the last 10 years in a number of schools in an inner London Borough and is now being used in schools across the UK and overseas. TPF has case studies and feedback from headteachers, teachers, parents and pupils on how effective the impact the PhiE model has been on the children it works with. Qualitative research from the IOE shows impact on speaking and listening, and confidence.
|How users/participants can evaluate success||
Success is evaluated through questionnaires and feedback forms. Pupil progress can be measured via an evaluative form provided by The Philosophy Foundation.
Measureable outcomes for pupils include:
Children should have a deeper understanding of the concepts underpinning curriculum subjects and develop the skills to resolve the misconceptions.
Measureable outcomes for teachers include:
|Follow-up activities and support||
Membership to the website and all the resources are free.
Ongoing CPD sessions provided by the Philosophy foundation (the majority of which are free).
Price of the course includes a 80 page hand book detailing the method (with 10 sessions for you to run) and a choice of one of our publications:
Pre-course: Reading material + 1 hour online observation of a session
Post-course: Further 1-hour online observation with live discussion forum facilitated by senior specialists.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.