Blog Archives

Blooming Minds in SE. London & N. Kent Schools

For the last few months, the Blooming Minds team have been piloting our Teacher’s Handbooks and accompanying Pupil’s Workbooks with Year 4, 5 and 6 children at schools in N Kent and SE London. With feedback from participating teachers and

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Posted in Thoughts & Praise

What’s in a Name?

This session explores the topic of proper names — the name we use to pick out one, unique, individual person. What is the meaning of a name; to what does it refer (particularly in the case of long-dead historical figures)? 

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Posted in Explore, Personal Identity

How to Run a Session

This document gives clear instructions and guidance on how to run a run a Philosophy session using the Blooming Minds approach. There is crucial information on the nature of facilitation and details of techniques and strategies that can be used

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Posted in Beginner Plans, Explore

Truth and Lies

This session uses stories and thought experiments to explore the issue of truth and deception. What are our reasons for condemning lying? What impact does lying have on the liar as well as those lied to? Under what circumstances might

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Posted in Ethics, Explore
Recent Praise
  • The Blooming Minds Handbook is an invaluable resource and used by both Year 4 teachers as a ‘bible’ in running sessions. The lesson plans are really well designed and the breakdown into stages of the lesson is very helpful. [Year 4 class teacher]


    The Blooming Minds Handbook for Teachers
  • My Year 5 class have been lucky enough to participate in Philosophy sessions with Kath for the past 5 weeks. Many children in my class have trouble maintaining friendships and there are often arguments and unhealthy gossip. There are also several children who display particularly difficult behaviour. Since the children have taken part in the Philosophy sessions, there has been a visible improvement in their attitude and outlook on their own behaviour. The sessions have had a significant impact on the way the children think and I often have conversations with them during the week in which they reflect back to the session. I often hear the phrase, “That’s like in Philosophy when Kath said…” or “It’s like we learned in Philosophy, we shouldn’t let our emotions push us to make bad decisions”. The phrases “I agree” and “I disagree” are now used regularly in the classroom, and the children readily speak about making decisions and using justification. I cannot begin to explain how pleasing it is for me, as their class teacher, to hear them reflecting in this way and using what they have learnt in the session to think about and improve their own skills and behaviour. Simply wonderful. [Y5 class teacher]

    Improving behaviour and reflective thinking