The knowyourself.me (KYS) process returns traditional stories to their role as educational resources rather than casual entertainment. We respect that school leaders need to see how any activity complies with national and local policies like Getting it Right For Every Child (GIRFEC) and the Curriculum for Excellence (CfE) so we have prepared this document to evidence how much the KYS process aligns to both GIRFEC and Experiences and Outcomes (E&Os) of the CfE. We have also evidenced how it complies with the United Nations Rights of the Child art 29 and provided evidence of how it can help bridge the attainment gap.
United Nations Rights of the Child
Article 29 of the UNCRC says that a child or young person’s education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them. In particular, they should learn to respect:
- their rights and the rights of others
- their freedoms and the freedoms of others
- their parents
- the identity, language and values of countries— including their own.
Education should prepare children and young people for a responsible life in a free society. It should teach them how to live in an understanding and tolerant way that is non-violent and that respects the environment. (1)
Knowyourself.me is an excellent expression of article 29 – UNCRC. With equality and respect for the views of others inherent in the process it embodies freedom of thought; and the expression of those thoughts. In addition, there is no better way to learn about a countries’ identity, language and values than through its traditional myths, legends and folk tales.
Getting It Right For Every Child (GIRFEC)
The GIRFEC model has eight wellbeing indicators, also known as “SHANARRI”, that knowyourself.me complements well. The relevant elements of knowyourself are shown as green text on the diagram below.
Curriculum for Excellence : responsibility of all practitioners (3)
CfE expects to see Health and Wellbeing, Literacy and Numeracy to be developed in as many school activities as possible – the KYS process excels at this.
Health and wellbeing across learning
“Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to learning and development in this area.
The responsibilities of all include each practitioner’s role in establishing open, positive, supportive relationships across the school community, where children and young people will feel that they are listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives; in promoting a climate in which children and young people feel safe and secure; in modelling behaviour which promotes health and wellbeing and encouraging it in others; through using learning and teaching methodologies which promote effective learning; and by being sensitive and responsive to the wellbeing of each child and young person.”
Everything about the KYS process encourages an open positive and supportive community. It employs the traditional storytelling setting of a circle of people. In the case of KYS we sit around a metaphorical fire and, as such each person holds a position of equality in the circle. The storyteller emphasises that it is the story that is the special “guest” rather than the storyteller, and that the purpose of the process is to explore the story for the benefit of all participants, including the storyteller. Powerful traditional tales delivered properly will captivate the audience and create an environment of effective listening. It is important to recognise how the words “once upon a time” transport our selves to a place a safety and security! The phrase opens a portal to the realm of the story where we have explored our hopes and fears for countless generations
During the community philosophy stage the process excels at providing an environment where the children are listened to and can discuss all aspects of their lives. Following the sharing of a traditional story each child is invited to offer a question for discussion on the community of enquiry session. Participants are able to use elements of the story that resonate in their own lives as a proxy for peer-to-peer learning and development.
One example of a benchmark that can be achieved through traditional storytelling is “I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.” One of the very popular tales told by Duncan Williamson is Death in a Nut. It is a “jack tale” and involves Jack stopping death from taking his mother, but in doing so he stops everything from dying and chaos ensues. It is a great example of how we use stories to navigate life events.
In some cases it is a subtle way for the group to steer one of their own to reflect on their own actions. (e.g. One group was facing significant disruption from one pupil. Although this pupil listened attentively to the story – world tale – “Childe Roland” he persisted in being problematic throughout the rest of the process. When the group had a blind vote about what question they wanted to explore together they choose “why did the child not do as they were told in the first place?” the group then dissected the motivations and implications of the disrupter’s behaviour by analysing the actions of the character. It was cathartic and empowering for the group members and a not combative way for them to feedback to the unruly pupil).
In addition, each participant has an equal amount of “talking sticks” which is a physical representation of an equal share of talking time. Each stick is a child’s right to speak and be listened to. (e.g. When I started delivering sessions to a teenage book group at a library I was informed of a particular participant never contributed her thoughts or ideas into book group discussions. The librarian was delighted to see her contribute quietly during the first session and at each subsequent session.)
Literacy across learning
“Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Language is itself a key aspect of our culture. Through language, children and young people can gain access to the literary heritage of humanity and develop their appreciation of the richness and breadth of Scotland’s literary heritage. Children and young people encounter, enjoy and learn from the diversity of language used in their homes, their communities, by the media and by their peers.”
Everything about KYS complements the literacy requirements of the CfE – it is overflowing with examples of how we, as a group, develop our literacy skills in the realms of “Enjoyment and choice”; “Tools for listening and talking” and “Understanding, analysing and evaluating” – the very essence of knowyourself.me is to experience a piece of Scotland literary heritage and then explore it as a group of creative, collaborative and critical thinkers. What is crucially important is that the process is fully inclusive as it uses the spoken word to convey the text so that all learners can experience it equally.
Numeracy across learning
The KYS process complements the CfE requirement to “develop essential numeracy skills which will allow me to participate fully in society” in two areas of the process.
Firstly – the collection and distribution of “firewood for a metaphorical fire” – the participants are asked to spend some time collecting a handful of windfall wood to act as kindling for a fire – once this is collected the group are asked to share it out equally – with minimal interventions from the storyteller the group work out the size of the group and number of windfall kindling sticks and share it – this may be achieved through mental maths division or disbursement to each member one at a time.
Secondly – The group are asked to identify a key question for discussion. Each participant is asked to offer a question and the group then selects which one is used to initiate the community philosophy session. The process can be done in a variety of ways and it’s helpful to get the group to decide which way they want to process the results. They sometimes opt for a blind vote; tally marks; post it note bar graphs or whatever. Whichever way is employed the young people are processing their own data.
The tables below show the current E’s and O’s that are met with the consistent delivery of knowyourself.me. The basic bones of the knowyourself process are explained as:-
The knowyourself (KYS) process is delivered in a group circle (GC). Then we go outside to search for windfall wood to act as talking sticks (STS) and the pupils then distribute the talking sticks (DTS) evenly among the group. Sessions then involve the sharing of Scottish stories (S-Scot); local stories (S-Local) and stories prompted by the pupils (S-Pupil). The community philosophy element starts with the pupils offering a question for discussion (OQ). They then democratically choose a question (CQ) to start the community philosophy sessions (P4C).
| Languages Gaelic (learners) | |
| I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages | S-Scot S-local P4C KYS |
| I enhance my understanding and enjoyment of other cultures within and outwith Scotland, including Gaelic, and gain insights into other ways of thinking and other views of the world | S-Scot S-Local S-Pupil P4C KYS |
| Literacy – Experiences and Outcomes | |
| communicate, collaborate and build relationships | GC/KYS/P4C |
| reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others | P4C |
| engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT | S-Pupil |
| develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages | S-Scot/S-Local/S-Pupil |
| explore the richness and diversity of language, how it can affect me, and the wide range of ways in which I and others can be creative | S-Scot/S-Local/S-Pupil/P4C |
| extend and enrich my vocabulary through listening, talking, watching and reading | S-Scot/S-Local/S-Pupil/P4C |
| Numeracy- Experiences and outcomes | |
| develop essential numeracy skills which will allow me to participate fully in society | DTS/CQ |
| apply skills and understanding creatively and logically to solve problems, within a variety of contexts | CQ |
| Expressive Arts- Experiences and outcomes | |
| enables me to experience the inspiration and power of the arts | S/P4C/KYS |
| recognises and nurtures my creative and aesthetic talents | GC/S/KYS |
| allows me to develop skills and techniques that are relevant to specific art forms and across the four capacities | S/KYS |
| provides opportunities for me to deepen my understanding of culture in Scotland and the wider world | S/P4C/KYS |
| is enhanced and enriched through partnerships with professional arts companies, creative adults and cultural organisations | KYS |
| Religious and Moral Education- Experiences and outcomes | |
| recognise religion as an important expression of human experience | S-Scot/S-Local/S-Pupil |
| learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions and viewpoints independent of religious belief | S-Scot/S-Local/S-Pupil |
| explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context | S-Scot/S-Local/S-Pupil |
| investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life | S-Scot/S-Local/S-Pupil/C4E/KYS |
| recognise and understand religious diversity and the importance of religion in society | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop respect for others and an understanding of beliefs and practices which are different from my own | S-Scot/S-Local/S-Pupil/C4E/KYS |
| explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon my own moral values | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop my beliefs, attitudes, values and practices through reflection, discovery and critical evaluation | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions | C4E/KYS |
| make a positive difference to the world by putting my beliefs and values into action | C4E/KYS |
| establish a firm foundation for lifelong learning, further learning and adult life. | KYS |
| Sciences- Experiences and outcomes | |
| develop a curiosity and understanding of their environment and their place in the living, material and physical world | S-Scot/S-Local/S-Pupil/C4E/KYS |
| making informed personal decisions and choices | KYS |
| expressing opinions and showing respect for others’ views | GC/C4E/KYS |
| developing informed social, moral and ethical views of scientific, economic and environmental issues | S-Scot/S-Local/S-Pupil/C4E/KYS |
| developing self-awareness through reflecting on the impact, significance and cultural importance of science and its applications to society | S-Scot/S-Local/S-Pupil/C4E/KYS |
| discussing and debating scientific ideas and issues | C4E |
| develop curiosity and understanding of the environment and my place in the living, material and physical world | S-Scot/S-Local/S-Pupil/C4E/KYS |
| demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop skills for learning, life and work | GC/C4E/KYS |
| apply safety measures and take necessary actions to control risk and hazards | STS |
| recognise the impact the sciences make on my life, the lives of others, the environment and on society | S-Scot/S-Local/S-Pupil/C4E/KYS |
| recognise the role of creativity and inventiveness in the development of the sciences | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop an understanding of the Earth’s resources and the need for responsible use of them | STS/ S-Scot/S-Local/S-Pupil/C4E/KYS |
| express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding | C4E/KYS |
| develop as a scientifically-literate citizen with a lifelong interest in the sciences | KYS |
| establish the foundation for more advanced learning and future careers in the sciences and the technologies. | KYS |
| Social Studies- Experiences and outcomes | |
| develop my understanding of the history, heritage and culture of Scotland, and an appreciation of my local and national heritage within the world | S-Scot/S-Local/S-Pupil/C4E/KYS |
| broaden my understanding of the world by learning about human activities and achievements in the past and present | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop my understanding of my own values, beliefs and cultures and those of others | S-Scot/S-Local/S-Pupil/C4E/KYS |
| develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking | GC/C4E/KYS |
| learn how to locate, explore and link periods, people and events in time and place | S-Local/S-Pupil/KYS |
| learn how to locate, explore and link features and places locally and further afield | S-Local/S-pupil/KYS |
| engage in activities which encourage enterprising attitudes | C4E/KYS |
| establish firm foundations for lifelong learning and for further specialised study and careers | KYS |
| Technologies- Experiences and outcomes | |
| develop understanding of the role and impact of technologies in changing and influencing societies | S-Scot/S-Local/S-Pupil/C4E/KYS |
| contribute to building a better world by taking responsible ethical actions to improve their lives, the lives of others and the environment | C4E/KYS |
| gain the skills and confidence to embrace and use technologies now and in the future, at home, at work and in the wider community | S-Pupil/KYS |
| Awareness of technological developments (Past, Present and Future), including how they work. | S-Scot/S-Local/S-Pupil/C4E/KYS |
| Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment. | S-Scot/S-Local/S-Pupil/C4E/KYS |
| critical thinking through exploration and discovery within a range of learning contexts | GC/C4E/KYS |
| discussion and debate | GC/C4E |
| presentation and communication skills | OQ/CQ/P4C |
| awareness of sustainability | S-Scot/S-Local/S-Pupil KYS |
Emotional Literacy
A storytelling and community philosophy project was delivered In Glasgow in 2005, prior to the full launch of CfE in Scottish schools (5) – The project did measure and report on the significant emotional Literacy outcomes.
“A standardised test was used as a measure of whether children involved in the project showed significant increases in ‘emotional literacy’, compared with children who were not involved in the project. ‘Emotional literacy’ refers to an individual’s skills in areas such as self-awareness, emotional resilience, motivation, and handling of emotions and relationships – all areas reputedly affected by regular involvement in a Community of Enquiry.
To determine whether any changes of statistical significance had occurred over the year, paired tests were carried out comparing the before and after results for the two sets of data, with significance identified by a measure called the p value. The lower the p value, the higher the likelihood of any change being significant. A p value smaller than 0.05 was used as the level of significance: any values higher than this are deemed not significant as it is highly possible changes were due to random factors.
| Variable | Experimental group p score (n=98) | Control group p score (n=33) |
| Pupil score | 0.096 | 0.219 |
| Parent total | 0.022 | 0.145 |
| Teacher total | 0.368 | 0.503 |
These results would imply that a significant increase in emotional intelligence was noted by parents of the children involved in the project (the ‘experimental group’) but not of the parents of the control group children.”
Bridging the attainment gap
The attainment gap continues to plague Scottish education, and we believe knowyourself.me is an effective tool to bridge that gap. Everything about knowyourself is about equality. Philosophy for Children is a key component of the process and there has been empirical research into how P4C can impact on the learning of disadvantaged pupils. The Sapere website holds extensive evidence here https://www.sapere.org.uk/what-is-p4c/research-evidence/
Below are some excerpts from that research:-
” Free School Meal eligible children who took part in P4C, made 4 months’ additional progress in reading, 3 months’ in maths and 2 months ’ in writing ” (6)
“10-12-year-olds having 16 months of P4C showed significant standardized gains in verbal and also non-verbal and quantitative aspect of reasoning, consistent across intervention schools and gender. The most significant gains were for pupils who started at a lower pre-test ability – these pupils are usually the most socially disadvantaged. The control group did not gain in any aspect” (7)
They completed a two-year follow-up to this research and:
“the significant pre-post cognitive ability gains in the experimental group in primary school were maintained towards the end of their second year of secondary school …The control group showed an insignificant but persistent deterioration in scores from pre- to post-test to follow-up.“
“The study provides evidence of maintained cognitive gains from collaborative philosophical inquiry, transferred across contexts.”
The Trickey and Topping report also showed that children in intervention groups reported increased self-esteem and showed evidence of ‘significant reduction in dependency and anxiety and of greater self-confidence’, particularly for girls (8).
Where schools were implementing P4C, teachers and pupils found it enjoyable, engaging and that it encouraged pupils to share opinions in a non-judgmental way, finding it particularly beneficial for English as an Additional Language pupils, those who lacked confidence or Special Educational Needs pupils.
In addition, no negative impacts were found, confirming that schools can reap all the benefits of P4C – in terms of social, emotional, behavioural and well-being outcomes – without reducing reading or maths outcomes.
Because of its impact across cognitive and social domains philosophical enquiry develops seven of the top 10 skills for the future:
Analytical thinking; Creative thinking; Resilience, flexibility and agility; Motivation and self-awareness; Curiosity and lifelong learning; Empathy and active listening; Leadership and social influence :2023 Research World Economic Forum (9)
Interventions for Equity
Schools receive guidance on how they may reduce the attainment gap.
One of the most relevant is The Interventions for Equity guidance at Education Scotland (10). It references the Education Endowment Foundation’s teaching and learning Toolkit (11) as an effective and measurable way to evaluate the effectiveness of interventions.
We are pleased to report that three of the highest scoring interventions are integral to the knowyourself.me process :-
Collaborative learning approaches = High impact for very low cost based on limited evidence
Metacognition and self-regulation = Very high impact for very low cost based on extensive evidence
Oral language interventions = Very high impact for very low cost based on extensive evidence
Lon fhìrinn na sgeòil . The truth is in the story
References:-
- Children and Young People’s Commissioner Scotland UNCRC Simplified Articles Article 29
- www.gov.scot/policies/girfec/
3.education.gov.scot/responsibility-of-all-hwb-lit-numeracy-across-learning.pdf
4.www.argyll-bute.gov.uk/our-children-their-future-thriving-together
5. Storyteller in Schools Project :-A report into the effects of a Storytelling and Community of Enquiry approach to learning in six primary schools By Julie Dawid The Village Storytelling Centre Glasgow August 2005.
6. 2015 Research Dr Nadia Siddiqui and Prof Stephen Gorard Durham University Gorard, S., Siddiqui, N. & See, B.H. (2017). Can ‘Philosophy for Children ’ improve primary school attainment? Journal of Philosophy of Education 51 (1):5-2
7. 2007 Clackmannanshire Research Prof Steven Tricky and Prof Keith Topping University of Dundee Topping K, J. Tricky, S. (2007) Collaborative philosophical enquiry for school children: Cognitive effects at 10- 12 years. British Journal of Educational Psychology, 77, 271-288. The British Psychological Society
8. Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2-year follow-up
9. WEF_Future_of_Jobs_2023.pdf
10. https://education.gov.scot/resources/interventions-for-equity
11.https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit
