Current P4C ICE Theme: RESPECT

Haselworth Primary School is delighted to be the lead school for the latest P4C ICE theme.  We have chosen RESPECT as our core concept.

At Haselworth, we decided to re-think the way in which we introduced and incorporated positive values to our children. As P4C already drives our school curriculum, this was the obvious way to make our school values more meaningful and to help the children get a deeper understanding of them. We now have a focus value each half term. This is introduced in an assembly, but a more thorough understanding of each value is gained through regular philosophical enquiry.  These are our values:

Mr Gumpy’s Outing

In EYFS we have used the book Mr Gumpy’s Outing. From this starting point the children have looked at respect as following rules and doing as you’re told.

In KS1 the children have looked at the book Wonder and have investigated respect from the point of view of respecting differences between people.  

Wonder by R.J. Palacio

I won’t describe what I look like. Whatever you’re thinking, it’s probably worse.”  August Pullman was born with a facial difference that, up until now, has prevented him from going to a mainstream school. Starting 5th grade at Beecher Prep, he wants nothing more than to be treated as an ordinary kid—but his new classmates can’t get past Auggie’s extraordinary face.

We are excited to see how this theme develops through KS2 and to continue this link between P4C and our school values over the next academic year.

We would love it if other P4C schools would contribute to our theme with their own ideas for great stimuli related to the concept of RESPECT or with suggestions as to interesting ways to enquire into this theme.  Please add you comments to this post – and we will let you know how we develop the theme at Haselworth.

 Many thanks and best wishes,

Sian Hosmer, Acting Deputy Head Teacher, Haselworth Primary School

ICE contribution from Nick Chandley in Qatar:

Here’s a fun look at respect from Imageworks

ICE contribution from Damien Walshe in Stockholm:

‘The Book of Virtues’ by William Bennett is particularly engaging for children for taking a temperature gauge of how the children view of the culture of the school and there place in it.  The book is most useful for KS2 and has some interesting poems etc which can provoke some interesting dialogue.

This book looks at – Respect, Responsibility, Courage, Compassion, Honesty, Friendship, Persistence, Faith. Everyone recognizes these traits as essentials of good character. In order for our children to develop such traits, we have to offer them examples of good and bad, right and wrong. And the best places to find them are in great works of literature and exemplary stories from history.

This article has 14 comments

  1. From Nick Chandley in Qatar

    I was talking to the teachers in Doha today about respect. I suggested they find out what the children’s ideas about it are (before the teachers give their own input) by putting the word in the middle of a piece of flip chart paper, one per group, and getting them to draw/write examples of what respect looks like. They’ll end up creating quite a good stimulus, having great discussion whilst they do it.

  2. From Nick Chandley:

    I just find that we tell children to respect others, and the children do what they think it means, but rarely explore its richness. You could put some of your own in too when they’ve made a start. A smile? Saying something nice? Saying something nasty? It means, literally, ‘look back at’ and can be a noun and a verb. With the older children, how are a noun version and a verb one related?

  3. From Sian:

    I love the idea of exploring the link between the noun and the verb. Thank you. And knowing that it means ‘look back at’.

  4. Looking through a P4C China 4Cs school award application from Fortune Kindergarten, Hongqiao, I saw this about their strategic rational for taking up P4C:

    “As a group of schools, Fortune Kindergartens have made a commitment to implement and develop P4C practice. P4C is a strategy that aligns very well with our values-based curriculum framework, giving us opportunities to engage with the children in meaningful search and understanding of our school’s core values: Care, Courage, Open Mindedness, Confidence, Creativity, Cooperation, Responsibility, Independence, Respect, Critical Thinking, Appreciation. ”

    Interesting to see how similar these values are to Haselworth’s – for two schools that are nearly 6,000 miles apart and based in countries with totally different political systems. Also that both schools see the alignment between P4C and school values as so central to what they are doing.

  5. Some schools define themselves as Rights RESPECTING Schools. It might be interesting to look at their values and see what is shared and what is different about theirs and Haselworth’s.

  6. We are finding it quite difficult to help the youngest children at our school to understand the concept of respect. Does anyone have any ideas?

    • Hi Sian. How about this Sesame Street video? It’s great as it also includes children and is just typical Sesame Street fun! 

  7. Hi Sian,

    I wonder if linking the idea of respect and listening might be helpful? Listening to someone is a good way of showing them respect, and you are more likely to listen to someone whose views you respect. 

    So perhaps you could try an activity along these lines:  have four or five pictures of identifiable characters such as, a policeman, a teacher, a nurse, a lollipop lady, a child et cetera.  Then ask the children questions such as: “ Who would you be most likely to listen to if:

    – they told you this was a safe place to cross the road;
    – your tummy ache will be gone by tomorrow morning;
    – don’t eat this sweet. It’s disgusting!
    – Etc.”
    Then you could have a discussion about why they gave whatever answer they did, and tried to connect that to the idea that they would listen to the person whose view the most “respect”, (i.e. expect to be right)

  8. Hello Sian,
    I hope you and the lovely children you teach are well. Cindy and I still fondly remember visiting your school and observing a wonderful P4C you did with the young children.
    Thank you for getting the ball rolling with ICE. We may try your book idea for a stimulus or Bob’s idea above with our young children to see what develops from it. I also like Nick’s idea of exploring the concept by mapping it. I will suggest this to our Primary and Middle school.
    We are on holiday until next week so hopefully we’ll get something up by October 12th.
    Keep up the good work,

    • One thing I encourage my teachers to do is to carry out a little research into a particular concept when they know they’re going to be working with it in a subsequent session.  The best way to do this is to simply put the word ‘philosophy’, followed by the concept in question, into Google and pick one of the first few sites that come up.  What you read will then give you some background to the concept from a philosophy point of view and, often, will help point you towards an activity.  For respect, check out and you’ll find a really interesting article.  The Stanford Encyclopedia of Philosophy is a great site for this purpose but there’s a wealth of philosophy on the Internet.   
      As well as giving you some idea of what philosophers have said, it also helps you be more aware of the philosophical element of what the children are saying.  It doesn’t take long to do but I promise it will make a massive difference to how you approach your inquiries.

  9. Hi Siam,

    Great idea of exploring the concept school wide and would love for my school to be a part of this. My school is based in Shanghai, primary from PR to grade 5. As an IB PYP school, respect is within our learner profile (a list of attributes which help guide our school in developing the learners). I will speak with teachers in the coming week and share what you are doing!
    Looking forward to seeing this develop! Best, Karen

    • I thought you might be interested to know some acronyms around the world for respect:

      Refugee Education Sponsorship Program Enhancing Communities Together (Winnipeg, Manitoba, Canada);
      Re-Empowerment of Skilled and Professional Employees and Construction Tradeworkers (Act);
      Respect Equality Socialism Peace Environment Community Trade Unionism
      Rotorcraft Efficient and Safe Procedures for Critical Trajectories (project)
      Risk Evaluation and Stroke Prevention in the Elderly Cerivastatin Trial
      Responsibility, Etiquette, Sensitivity, Pace, Educate, Conditions and Tradition (Junior Golfer’s Creed)
      Rules, Expectations & Security through Privacy-Enhanced Convenient Technologies

      I wonder what our children might come up with!

  10. Here’s a suggestion from me:

  11. Dear all,

    I am very late to this thread but have been following it. It may be useful to consider what respect looks like and is it a value, an attitude or a behaviour, or indeed a set of values, attittudes and behaviours. Acronyms like the above do begin to deepen our understanding but a question like:

    Can someone show respect without feeling it? Is that good, bad, acceptable, unacceptable? might help us think critically about how respect is used and operates in schools. And a last point – the film of the book, Wonder, is as good, and available on Netflix at the moment too – many clips are really powerful for learners and thinkers including ourselves!

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