Undergraduate Module Descriptor

PHL2109: Philosophy with Children

This module descriptor refers to the 2019/0 academic year.

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Reflection on 1st teaching session300 words2-3, 5-6,12Written
Understanding of issues covered in seminarGroup presentation 3 mins1,4Oral

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

CourseworkWritten examsPractical exams
10000

...and this table provides further details on the summative assessments for this module.

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Reflective Essay351,500 words1,3-5,12Written Feedback
Observation551 hour2, 7-11Written Feedback
Conference Presentation105 minutes6, 9-11Written Feedback

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Reflective EssayReflective essay (1,500 words)1, 3-5, 12August/September reassessment period
ObservationObservation2, 7-11Within term where possible
Conference PresentationEssay (500 words)6, 9-11Within term

Re-assessment notes

Observations will take place within weeks 3-5 to allow re-observation if required

Conference presentation re-assessment will be in essay form, detailing reasons why the presentation was not successful and changes that could be made

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Gregory, M, Haynes, J and Murris, K (2016) (eds) The Routledge International Handbook of Philosophy for Children London: Routledge

Hand, M. (2015). What Do Kids Know? A Response to Karin Murris. Studies In Philosophy & Education, 34(3), 327-330. doi:10.1007/s11217-015-9464-5

Lipman, M. (2003). Thinking in Education. 2nd ed. Cambridge: Cambridge University Press.

Lipman, M. (1998) Philosophy Goes To School. Philadelphia: Temple

Lipman, M., Sharp, A., Oscanyan, F. (1980). Philosophy in the Classroom. 2nd ed. Philadelphia: Temple University Press.

Millett and Tapper Benefits of Collaborative Philosophical Inquiry in Schools Educational Philosophy and Theory 44 (5) doi: 10.1111/j.469-5812.2010.00727.x

Murris, K. (2016b). The Philosophy for Children Curriculum: Resisting 'Teacher Proof' Texts and the Formation of the Ideal Philosopher Child. Studies In Philosophy & Education, 35(1), 63-78. doi:10.1007/s11217-015-9466-3

Murris, K (2015) Posthumanism, Philosophy for Children and Anthony Browne’s “Little Beauty” Bookbird: A Journal of International Children’s Literature 53 (2) 59-65 DOI: 10.1353/bkb.2015.0030

Välitalo, R., Juuso, H., & Sutinen, A. (2016). Philosophy for Children as an Educational Practice. Studies In Philosophy & Education, 35(1), 79-92. doi:10.1007/s11217-015-9471-6

Vansieleghem, N. and Kennedy, D. (2012). Philosophy for Children in Transition: Problems and Prospects. Chichester, West Sussex: Wiley-Blackwell.

White, J. (2012). Philosophy in Primary Schools?. Journal Of Philosophy Of Education, 46(3), 449-460. doi:10.1111/j.1467-9752.2012.00860.x