Curriculum connections

Philosophy for children

Our approach helps students develop a broad range of skills and dispositions outlined by the Victorian Curriculum and Assessment Authority in the Victorian Curriculum.

Specifically, it develops the following capacities:


Inquiring into questions and possibilities

  • foster a curious and speculative disposition
  • ask pertinent questions to explore, clarify and elaborate on complex ideas
  • generate multiple options, problem definitions and solutions
  • speculate about possibilities
  • explore issues from multiple perspectives
  • seek imaginative alternatives
  • think creatively about contentious, ambiguous, novel and complex ideas
  • communicate ideas clearly, precisely and in a coherent and logical order
  • engage in sustained peer discussion, building on the ideas of others


  • synthesise complex information
  • critically analyse and evaluate (sometimes contradictory) information
  • develop reasoned arguments using supporting evidence
  • consider the validity of arguments
  • challenge assumptions
  • consider the possible justifications for alternative interpretations and points of view
  • distinguish between fact and opinion
  • discriminate among sources
  • seek relevance
  • reflect, deliberate and make informed judgments and decisions


  • articulate, reflect on, and refine thinking processes
  • become aware of how understanding has developed
  • evaluate the effectiveness of thinking strategies and modify them appropriately
  • develop skills and learning dispositions that support logical, strategic, flexible and adventurous thinking




Understanding ethical concepts

  • analyse and evaluate ethical issues, recognising areas of contestibility
  • explore the contested meanings of ethical concepts and values such as right and wrong, good and bad, consequence, obligation, harm, freedom, justice, rights, responsibilities, etc.
  • investigate the connections among, and distinctions between, and relative value of related concepts such as fairness and equality, and respect and tolerance
  • identify the bases of ethical principles and ethical reasoning, and the assumptions and implications of different ethical positions
  • distinguish between ethical and non-ethical dimensions of complex issues
  • investigate criteria for determining the relative importance of matters of ethical concern
  • cultivate open-mindedness and reasonableness

Young philosophers


Developing skills for decision-making and action

  • engage in informed deliberation on ethical issues
  • discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles
  • investigate why ethical principles may differ between people and groups
  • explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so
  • explore h
    ow apparently wrong actions can sometimes lead to good outcomes and vice versa
  • explore the significance of ‘means versus ends’
  • discuss the role of personal values and dispositions in ethical decision-making and action
  • discuss the role and significance of conscience and reasoning in ethical decision-making
  • explore the values, beliefs and principles underlying ethical judgments and actions


Young philosophers



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