The Philosophers - Drawing 41392539026_e


John Semmens - KS2 RE Leader, Philosophy Advocate and Curriculum Writer

Welcome to Philosophy in KS2. This blog contains posts and links to plans for children in KS2 (ages 7-11). 

I am a Norwich based RE teacher specialising in Key Stage 2 Philosophy teaching. As a member of the Norfolk SACRE, sitting on committee B, I am an enthusiastic speaker on philosophy in schools. To support the subject's growth and wider understanding I have produced a training programme to give teachers a 'Crash Course'in Philosophy. 

My work also covers written plans to help teachers introduce philosophy to their classrooms. These can be accessed by attending one of the courses running this year. Please subscribe to this page for more details. 


If you need help convincing colleagues that Philosophy matters then please read my blog.  

Please follow me on Twitter @philosophyinKS2 for details of upcoming plans and events.


Philosophy is about Thinking: Sedimentary, my dear Watson.

Updated: Jun 21, 2020

I thought I would write another short blog about the possibilities of Philosophy Teaching in KS2. I have blogged about the academic need and the ideological reasons but what about the practical ‘teachery’ reasons? In this blog post I have outlined a bit about the teaching of Philosophy but this is also informed by yet another reason why we should.

The teaching of Philosophy is about more than just Plato and Aristotle or St. Thomas Aquinas. These philosophers are intensely important, of course, and a look at them will inform children about the direction of western culture from its infancy but what about the actual, in class reasons to study Philosophy and what is it like?

Teaching from or observing others teach the plans in my own setting I have noticed some wonderful things. The children have to stop and really think. They have to talk to each other and attempt to express their understanding of things they may have never thought about before. Later in the year I still have children say things like ‘...from a utilitarian point of view..’ or ‘...that argument doesn’t follow because….’