Creative Teaching & Learning

Activity 10 Resource Pack: The story of Pelops – P4C enquiry

The Olympics: Activity 10 Resource Pack. Students take part in a Philosophy for Children (P4C) enquiry into the legend of Pelops (the fabled origins of the Olympic Games), exploring the wider themes behind it.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#41142"
  ["title"]=>
  string(37) "Activity 9 Resource Pack: P4C enquiry"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/ww2-project-activity-9/"
  ["post_date_timestamp"]=>
  int(1389002732)
  ["objectID"]=>
  string(12) "post-41142-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(223) "World War II: Activity 9 Resource Pack. Conduct an enquiry based upon questions raised by the pupils related to and about the text ‘Sadako Sasaki’. Includes step-by-step instructions."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(334) "Activity 9: InstructionsWorld War IIActivity 9: P4C EnquiryPurposeConduct an enquiry based upon questions raised by the pupils related to and about the text ‘Sadako Sasaki’. Pupils identify a key issue which had arisen for them out of their study of the text to explore in depth. It is highly likely ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(82) "Activity 9 Resource Pack: P4C enquiry"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(8) "resource"
        [2]=>
        string(4) "pack"
        [3]=>
        string(3) "p4c"
        [4]=>
        string(7) "enquiry"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(223) "World War II: Activity 9 Resource Pack. Conduct an enquiry based upon questions raised by the pupils related to and about the text ‘Sadako Sasaki’. Includes step-by-step instructions."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(8) "resource"
        [2]=>
        string(4) "pack"
        [3]=>
        string(7) "enquiry"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5601) "Activity 9: InstructionsWorld War IIActivity 9: P4C EnquiryPurposeConduct an enquiry based upon questions raised by the pupils related to and about the text ‘Sadako Sasaki’. Pupils identify a key issue which had arisen for them out of their study of the text to explore in depth. It is highly likely that the pupils’ lines of enquiry will focus on ethical issues and issues of social justice. Curriculum FocusCommunication – Speaking and Listening.Thinking Skills – Ask questions that build on responses to earlier questions, identify gaps and begin to build on existing skills, knowledge and understanding required for the task, develop and begin to combine a variety of imaginative ideas, possibilities and alternatives, including those of others, use some prior knowledge to explain links between cause and effect or justify inferences/ predictions, consider different interpretations and distinguish between ‘facts’, beliefs and opinions, giving reasons. MaterialsText ‘Sadako Sasaki’, Flip chart, Post-it notes GroupingsIndividual, pairs, groups or whole class ProcedureFollowing the reading of the life story of Sadako Sasaki, ask the pupils if there are any questions to do with the text that they would like to discuss. The pupils will instigate an enquiry as it is usually followed and then vote for the line of enquiry they wish to follow using a blind vote.The pupils sit in a circle. They all agree that they will respect each other’s views even if they disagree with them. Every pupil has a chance to speak. The pupils have a signal to use so that everyone’s voice is respected and no one talks over anyone else. The method I choose is for pupils to hold out their hand as if they are asking someone to place something in their palm, but this choice is for the teacher.The pupils all have Post-it notes. The first questions are written on their own, following the ‘think pair, share’ model. The pupils write down questions they would like to discuss, not necessarily questions they will find answers to. They can write up to three questions.Next, the pupils pair up with the person they are sat next to in the circle. They discuss their questions, and either combine their questions to produce better questions, or devise completely new questions. Each pair should now have up to three questions they are happy to put forward for discussion.The next step is to go into a group situation of four or more pupils so that all pupils in the class are in a group. The pupils again discuss each other’s questions and either choose the questions they feel are the best ones to submit for the enquiry or devise completely new ones. At the end of this discussion, the groups choose one question from their list to put forward for whole class discussion. They write this question on a Post-it note. This is the question they will ‘park’ to be included in the vote.Once the groups have chosen the question they wish to ‘park’, the pupils are ready to put forward their questions for the vote. One member of the group reads the question they have chosen and the teacher writes this up on the board. The pupil then ‘parks’ their Post-it note on another board in the classroom. (This could be a P4C enquiry board). Once every group has ‘parked’ their question and the teacher has also written the questions on the board, the pupils are ready to vote for the question they would like to discuss.There are a number of ways the pupils can vote. I prefer to take a blind vote, whereby the pupils close their eyes and raise their hands when I read out the question they wish to discuss. The question which receives the most votes is the question which is discussed. If all the questions are kept (as I do with all the Post-it notes), other questions can be used to stimulate an enquiry.The pupils now begin their enquiry into the chosen question. Teacher’s NoteThis encourages respect for everyone and their ideas, the pupils are in a safe place where kindness and consideration are the norm.The pupils are active enquirers with the responsibility of bringing their best thinking to the topic. The topic becomes the locus while the pupils seek supporting evidence from the work they have undertaken and the knowledge they have gained. They become more sensitive to what their peers are saying as well as more reflective about what they say themselves.I use P4C as part of classroom activities as it encourages pupils to think together and opens learning through enquiry and exploration of ideas. In this environment, all the pupils have an opportunity to enquire and be heard without the fear of getting things wrong.The pupils are presented with a thought provoking stimulus. Some time is spent identifying the concepts raised by the stimulus. The pupils raise their own philosophical questions and vote for the one they wish to explore. Discussion takes place in a circle with the teacher intervening and pushing the thinking to a deeper level but aspiring to allow the discussion to follow the emerging interests of the group.The enquiry is a structured session which starts with a stimulus. The pupils are encouraged to ask questions based on wonderment. They make a collective decision on the question they are most interested in. The discussion follows its own path, guided by the pupils’ thoughts and ideas – agreeing or disagreeing but always giving a reason. © Imaginative Minds Ltd."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(5) "story"
        [2]=>
        string(3) "p4c"
        [3]=>
        string(7) "enquiry"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 9 Resource Pack: P4C enquiry

6 Jan 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#41203"
  ["title"]=>
  string(40) "Activity 8 Resource Pack: Writing a myth"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/olympics-project-activity-8/"
  ["post_date_timestamp"]=>
  int(1391086927)
  ["objectID"]=>
  string(12) "post-41203-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(175) "The Olympics: Activity 8 Resource Pack. Students create a myth based on a solar or lunar eclipse, or to explain the beginning of the Olympic Games. "
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(390) "... resources in this pack have been improved since publication of this project. Because of this, you may notice minor discrepancies between the information in this pack and the plans featured in the magazine. GroupingsIndividual ProcedureRead the story of Pelops (Activity sheet 10) and discuss the text type. There are a ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(67) "Activity 8 Resource Pack: Writing a myth"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(8) "resource"
        [2]=>
        string(4) "pack"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(175) "The Olympics: Activity 8 Resource Pack. Students create a myth based on a solar or lunar eclipse, or to explain the beginning of the Olympic Games. "
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(8) "resource"
        [2]=>
        string(4) "pack"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5775) "Activity 8 instructionsThe OlympicsActivity 8: Writing a mythDescription Students create a myth based on a solar or lunar eclipse, or to explain the beginning of the Olympic Games. They also create a success criteria checklist to use in peer marking and for future reference. Curriculum FocusCommunication – Reading, writing, speaking and listening.ICT – Use a range of search mechanisms.Thinking skills – Suggest a range of options as to where and how to find relevant information and ideas, determine success criteria and give some justification for choice, build on existing skills, knowledge and understanding required for the task. ResourcesIncluded in this pack:Activity Sheet 8: Student introductionActivity sheet 10: Story of PelopsActivity sheet 5b: Success criteria checklist (Example)The resources in this pack have been improved since publication of this project. Because of this, you may notice minor discrepancies between the information in this pack and the plans featured in the magazine. GroupingsIndividual ProcedureRead the story of Pelops (Activity sheet 10) and discuss the text type. There are a number of questions to consider at the end of the text – only the first two apply to this activity. Discuss question 1 as a class – what are the features of a myth?The activity can branch off into two alternate directions at this point. You may wish to consider question 2 and ask students if they can write their own myth to explain the beginning of the Olympics. There are a number of existing legends about the Olympics which students might like to research before they write their own.Alternatively, hand out Activity sheet 8 and explain that the students are going to create a myth to ‘explain’ the solar or lunar eclipse. They can link it to any country who has competed in the Olympic Games. They should find some way to link it to that country’s culture. You might like to examine a few existing myths to do with eclipse with your students.As an extension task, students could create a success criteria checklist, as was done with the biography writing in Activity 5. This list will be used to peer mark the pupils writing and can also be used in the future, when writing myths is returned to. Activity sheet 5b gives an example checklist for biographical writing. The people of ancient Greece used the gods and goddesses to explain what they did not understand. They believed Apollo, the god of light, got up each morning drove the sun across the sky in his chariot. They believed that Demeter, goddess of the earth, brought the four seasons, because her daughter, Persephone, was forced to spend wintertime in the underworld and she grieved her absence.If the people of ancient Greece were unable to explain natural phenomenon such as the sun rising and falling and the seasons, they explained them by using the gods, animals or inanimate objects. This is also true for other religions and cultures.Explaining the eclipseA solar eclipse occurs when the moon passes between the sun and the Earth, and the moon fully or partially blocks the sun. A lunar eclipse occurs when the moon passes behind the Earth so that the Earth blocks the sun’s rays from striking the moon. This was the kind of event the ancient Greeks would have felt had great portent, and would need a myth to explain why it happened.The word eclipse comes from a Greek word meaning ‘abandonment’. Quite literally, an eclipse was seen as the sun abandoning the Earth. Different cultures produced stories to explain why an eclipse happened.The ancient Chinese believed that a dragon or demon ate the sun. The people would make as much noise as possible during an eclipse, to frighten away the dragon. The Incas, like the Chinese, believed that their sun was being eaten and attempted to intimidate the creatures who were eating the sun.YOUR TASKYou will create a myth explaining either a solar eclipse or a lunar eclipse. You can choose the country/culture that the myth is for.You may like to research different eclipse myths before you start your planning, to gain some ideas. The myth must be for a country who participates in the Olympic Games. Try and base the myth on some aspect of their culture or history.Before you start writing, work with your group to produce a success criteria checklist for writing a myth.Pelops was the son of Tantalus and Dione. One of his grandfathers was Zeus, King of the gods, and the other was Atlas, one of the Titans.Tantalus was a favourite of the Olympian gods, and was often invited to eat with them on Mount Olympus and enjoy the food and drink of the gods.One day, Tantalus invited the gods to eat dinner with him. As an offering to the gods, he cut up his son Pelops, stewed his flesh in a cauldron, and served him as a feast to the gods. The gods were not tricked by Tantalus and refused to eat their food. Only Demeter, who was grief stricken at the loss of her daughter Persephone, accepted the offering, absentmindedly eating part of the boy’s shoulder. The fates restored Pelops on the command of Zeus and replaced the missing piece of his shoulder with one of ivory.After his restoration, Pelops was more beautiful than he had been before. Poseidon, god of the sea and shaker of the earth, took the young man as an apprentice, and gave him winged horses and a chariot.Tantalus was killed by Zeus himself for his crime. His punishment was to spend the whole of his afterlife in the land of the shades, the underworld, governed by Hades. His torture was that he had to spend all of his time standing"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(2) "10"
        [2]=>
        string(4) "pack"
        [3]=>
        string(5) "story"
        [4]=>
        string(6) "pelops"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 8 Resource Pack: Writing a myth

30 Jan 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#39921"
  ["title"]=>
  string(26) "Project Plan: The Olympics"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(61) "https://www.teachingtimes.com/ctl32p65p78projectplanolympics/"
  ["post_date_timestamp"]=>
  int(1342539669)
  ["objectID"]=>
  string(12) "post-39921-4"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(159) "As Britain embraces the Olympics, Jane Jones looks at the Games’ past, present and future with a cross curriculum project for use before and after the games."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(400) "... beliefs and opinions, giving reasons.Resources: Activity Sheet 10: The Story of Pelops, Flip chart, post-it notesGroupings:Procedure:Individual, pair, group, whole classI use P4C as part of my classroom activities as it encourages pupils to thinktogether and opens learning through enquiry and exploration of ideas. In thisenvironment all ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(26) "Project Plan: The Olympics"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(159) "As Britain embraces the Olympics, Jane Jones looks at the Games’ past, present and future with a cross curriculum project for use before and after the games."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5725) "de Janeiro OlympicsPurpose: To plan and design an Olympic mascot, logo and stadium for the Rio deJaneiro Olympics.Curriculum focus: Communication – reading, writing, speaking and listeningDesign and Technology – planning and designingICT – researchThinking skills – identify the problem and set the questions to resolve it;build on existing skills, knowledge and understanding required for the task;suggest a range of options as to where and how to find relevant informationand ideas; evaluate options; determine success criteria and give somejustification for choice; develop and combine a variety of imaginative ideas,possibilities and alternatives.Resources: Activity Sheet 9Groupings: Four or fiveProcedure: Present the children with the challenge that will face Rio de Janeiro prior tothe Olympic Games being held in 2016 the ask them to create (on paper) amascot, logo and Olympic site for the 2012 Olympics.They will need to research Rio de Janeiro as the mascot and logo shouldreflect the city and the country of Brazil. In groups, the children discuss theirideas and collaboratively produce annotated designs for the mascot, logo andthe Olympic site.Teacher’s note: This activity will be an extended one, covering a number thinking skills. Thetask could be extended into DT activities where the mascots are made and amodel of the Olympic site produced. Rio de Janeiro has already produced alogo, but the children will need to produce one of their own.The OLYMPICS Cross CurriCulum ProjeCt Plan76Volume3.2nCreativeTeaching&LearningActivity 10: The story of PelopsPurpose: P4C EnquiryCurriculum focus: Communication – Speaking and listeningThinking skills – Ask questions that build on responses to earlier questions;identify gaps and begin to build on existing skills; knowledge andunderstanding required for the task; develop and begin to combine a varietyof imaginative ideas, possibilities and alternatives, including those of others;use some prior knowledge to explain links between cause and effector justify inferences/ predictions; consider different interpretations anddistinguish between ‘facts’, beliefs and opinions, giving reasons.Resources: Activity Sheet 10: The Story of Pelops, Flip chart, post-it notesGroupings:Procedure:Individual, pair, group, whole classI use P4C as part of my classroom activities as it encourages pupils to thinktogether and opens learning through enquiry and exploration of ideas. In thisenvironment all the pupils have an opportunity to enquire and be heard withoutthe fear of getting things wrong. The pupils are presented with a thoughtprovoking stimulus. Some time is spent in identifying the concepts raisedby the stimulus. The pupils raise their own philosophical questions and votefor the one they wish to explore. Discussion takes place in a circle with theteacher intervening and pushing the thinking to a deeper level but aspiring toallow the discussion to follow the emerging interests of the group.The enquiry is a structured session which starts with a stimulus. The pupils areencouraged to ask questions based on wonderment. They make a collectivedecision on the question they are most interested in. The discussion followsits own path, guided by the pupils’ thoughts and ideas. Agreeing or disagreeingbut always giving a reason.This encourages respect for everyone and their ideas, the pupils are in a safeplace where kindness and consideration are the norm. The pupils are activeenquirers with the responsibility of bringing their best thinking to the topic.The topic becomes the locus while the pupils seek supporting evidencefrom the work they have undertaken and the knowledge they have gained.They become more sensitive to what their peers are saying as well as morereflective about what they say themselves.I usually sit the pupils in a circle. They all agree that they will respect eachother’s views even if they disagree with them. Every child has a chance tospeak. The pupils have a signal to use so that everyone’s voice is respectedand no one talks over anyone else. The pupils in my class hold out their handas if they are asking someone to place something in their palm.The pupils all have post-its. The first questions are written on their own,following the think pair, share model. The pupils write down questions theywould like to discuss, not necessarily questions they will find answers to.They can write up to three questions. Next, the pupils go into pairs, with theperson they sit next to in the circle. They discuss their questions, and eithercombine their questions to produce better questions, or due to their discussionmay devise completely new questions. Each pair should now have up to threequestions they are happy to put forward for discussion.The OLYMPICS Cross CurriCulum ProjeCt Plan77Volume3.2nCreativeTeaching&LearningThe next step is to go into a group situation of four or more pupils so thatall pupils in the class are in a group. The pupils again discuss each other’squestions and choose the questions they feel are the best ones to submitfor the enquiry or again due to their discussion may devise completely newquestions. At the end of this discussion the groups choose one question fromtheir list to put forward for discussion. They write this question on a post-it.This is the question they will ‘park’ to be included in the vote.I keep all the post-its with all the questions. Sometimes we return to these foranother enquiry.Once the groups have chosen the question they wish to ‘park’ the pupils areready to put forward their questions for the vote."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(2) "10"
        [2]=>
        string(5) "story"
        [3]=>
        string(6) "pelops"
        [4]=>
        string(3) "p4c"
        [5]=>
        string(7) "enquiry"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Project Plan: The Olympics

17 Jul 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#42103"
  ["title"]=>
  string(59) "Activity 10b Resource Pack: Rights of the child P4C enquiry"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/ctl-victorians-activity-10b/"
  ["post_date_timestamp"]=>
  int(1418913226)
  ["objectID"]=>
  string(12) "post-42103-5"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(215) "The Victorians (Exploration and invention): Activity 10b. Students discuss the plight of children in Victorian times and compare the way in which they lived to the rights and protection children have today."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(538) "... 9ElizabethCarr 13EliHutchinson 9HannahWebster 13JohnSimpson 9ElizabethHollin 15GeorgeBurkinshaw 10EllenParker 15SamuelHorne 10HannahTaylor 17JamesTurton 10  WilliamAllick 12  IsaacWright 12  FrancisHoyland 13  JamesClarkson 16Evidence of child labourHow to conduct a P4C enquiryPhilosophy for Children (P4C) encourages pupils to think together and opens learning through enquiry and exploration of ideas. In this environment, all the pupils ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(104) "Activity 10b Resource Pack: Rights of the child P4C enquiry"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(8) "activity"
        [1]=>
        string(8) "resource"
        [2]=>
        string(4) "pack"
        [3]=>
        string(3) "p4c"
        [4]=>
        string(7) "enquiry"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(215) "The Victorians (Exploration and invention): Activity 10b. Students discuss the plight of children in Victorian times and compare the way in which they lived to the rights and protection children have today."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "activity"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5064) "stream near the entrance burst its banks. A torrent of water poured into the drift and 26 children aged between seven and 17 were drowned in seconds. Some of the older children managed to escape along a slit which led to the Moorend Colliery.The children were buried on 7 July 1838 – the girls in three graves and the boys in four.Girls BoysName Age  Name Age CatherineGarnet 8JamesBurkinshaw 7SarahJukes 8JohnGothard 8SarahNewton 8GeorgeLamb 8AnnieMoss 9WilliamWalmsley 8MarySellars 10AmosWright 8ElizabethClarkson 11GeorgeBarnett 9ElizabethCarr 13EliHutchinson 9HannahWebster 13JohnSimpson 9ElizabethHollin 15GeorgeBurkinshaw 10EllenParker 15SamuelHorne 10HannahTaylor 17JamesTurton 10  WilliamAllick 12  IsaacWright 12  FrancisHoyland 13  JamesClarkson 16Evidence of child labourHow to conduct a P4C enquiryPhilosophy for Children (P4C) encourages pupils to think together and opens learning through enquiry and exploration of ideas. In this environment, all the pupils have an opportunity to enquire and be heard without the fear of getting things wrong.How it works – an overviewThe pupils are presented with a thought provoking stimulus. Some time is spent identifying the concepts raised by the stimulus. The pupils raise their own philosophical questions and vote for the one they wish to explore.The discussion should follow its own path, guided by students’ thoughts and ideas. As the facilitating teacher, you may intervene to push the thinking to a deeper level, but should aspire to allow the discussion to follow the emerging interests of the group.Students may agree or disagree with each other, but must always give a reason for their views. This encourages respect for everyone and their ideas, as pupils are in a safe place where kindness and consideration are the norm. The pupils are active enquirers with the responsibility of bringing their best thinking to the topic. They become more sensitive to what their peers are saying as well as more reflective about what they say themselves.Launching your enquiryHave pupils sit in a circle. Outline the ‘rules’:· They will respect each other’s views, even if they disagree with them.· Every pupil has a chance to speak (the pupils may wish to introduce a signal to use so that everyone’s voice is respected and no one talks over anyone else. One way of doing this is for pupils to hold out their hand as if they are asking someone to place something in their palm).Give the pupils a number of post-it notes. Ask them all to write down up to three questions they would personally like to explore related to the topic in question. Pupils should write down questions they would like to discuss, not necessarily questions they will find the answers to.Follow the ‘think, pair, share’ model, and have them share that question with a partner. The students discuss their questions in their pairs, and either combine their questions to produce better questions, or due to their discussion, devise completely new questions. Each pair should now have up to three questions they are happy to put forward for discussion.The next step is to go into a group situation of four or more pupils so that all pupils in the class are in a group. The pupils again discuss each other’s questions and choose the questions they feel are the best ones to submit for the enquiry, or due to their discussion, devise completely new questions. At the end of this discussion, the groups choose one question from their list to put forward for discussion. They write this question on a post-it. This is the question they will ‘park’ to be included in the vote.(It is a good idea to keep all the post-its with all the questions. Sometimes they can be returned to for another enquiry.)Once the groups have chosen the question they wish to ‘park’, the pupils are ready to put forward their questions for the vote. One member of the group reads out the question they have chosen and the teacher writes this up on the board. The pupil then ‘parks’ their post-it on another board in the classroom. (Part of the learning wall can be used for this).Once every group has ‘parked’ their question and the teacher has also written the questions on the board, the pupils are ready to vote for the question they would like to discuss.There are a number of ways the pupils can vote. A preferable method is to take a blind vote, whereby the pupils close their eyes and raise their hands when the question the pupils wish to discuss is read out. The question which receives the most votes is the question which is discussed. If all the questions are kept, other questions can be used to stimulate an enquiry.The pupils now begin their enquiry into the chosen question.Former workhouse in Nantwich in Cheshire, dating from 1780A group of boys at Crumpsall Workhouse in ManchesterDinnertime for the women at St Pancras Workhouse in London© Imaginative Minds Ltd."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(2) "10"
        [1]=>
        string(3) "p4c"
        [2]=>
        string(7) "enquiry"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 10b Resource Pack: Rights of the child P4C enquiry

18 Dec 2014