“The best thing we’ve ever done together as a school community” Moya Richardson, Associate Head Teacher, Our Lady’s Catholic Primary School This whole-school resource pack contains everything staff and pupils need to explore how they can build a peaceful world. You can then develop the attitudes, values and skills needed to create it. Your Peace Week can be run at any time. It can be an exciting way to start a new term, or a positive way to celebrate the end of the school year. Includes: *curriculum linked content for Scotland, Wales and England tools to help you organise lesson plans resources staff training materials Peace Week was created by the Quaker Peace Education Programme with help from schools.

Using critical thinking, Maths and Citizenship skills, learners will explore a simple question: how should the government spend its money to work towards a safer world? The British government spends roughly £45 billion on defence, but groups like the International Peace Bureau question whether this really makes the world safer. Your class will vote on the best way to spend the money. Includes Worksheets. A short assembly is also available to download.

In this assembly, students will explore 4 different ways the world could be made safer and vote on the best way. With $1.7 trillion spent on the militaries of the world, the International Peace Bureau and many other organisations question whether we would be safer by spending the money on other things. Everyone in the assembly will get a chance to vote on how to spend the £45 billion which currently makes up the United Kingdom Defence Budget. A full lesson plan involving more maths and debate is also available.

This Assembly tells the true story of a nonviolent campaign in Kenya to save Mama Zepreta’s house. Hearing or acting out the story, pupils will learn how people can challenge power and injustice without being violent. Aim: to explore positive ways of challenging injustice through nonviolent means. Part of the Teach Peace primary pack

How do war and the armed forces affect our lives? What is it like to join the military? To be trained? To experience armed conflict? What are the risks? What is the effect on everyday life? Using comic books, video, quizzes, maths and critical thinking, learners can explore these questions individually or as a class. Hear from British veterans about the challenges they’ve faced Useful for careers advisors who want students to get to understand what joining the military could mean Learners practise a professional risk assessment Analyse multimedia content from War School and the British Army Reflect on what too much militarism may mean for society More at war.school for the whole film

**Aim: **To gain an understanding of drones and how they affect children’s rights. This circle time lesson explores the life of Aymel, a boy from the village of Dadal in Afghanistan. Pupils will learn about human rights and the effect armed drones had on Aymel’s life. The true story behind this lesson was shared by Raz, a member of the Afghan Peace Volunteers. This is Workshop 1 of Fly Kites Not Drones and can be run as one session or as two shorter sessions. See more at flykitesnotdrones.org **Objectives ** to understand a number of rights from the UN Convention on the Rights of the Child to practise spoken language skills, listening and cooperation in their group to explore empathy with people from a different culture to understand what an armed drone is and be able to explain how it can affect children’s rights to recognise that a moral choice is made when a drone is used to attack people.

UPDATED FOR 2018 A primary school-focused teachers’ resource. Through contemporary stories, told through real sources, classes can use Conscience to reveal the dilemmas people faced 1914-18. Accompanying lesson plans reveal not only what happened, but moral questions which remain relevant today. CONTENTS: 1: Conscience in WWI 2: Albert French (boy soldier) 3: Conscientious objection 4: The Friends Ambulance Unit Print copies available from the Quaker bookshop.

UPDATED FOR 2018 A secondary school teaching resource. Through contemporary stories, told through real sources, classes can use Conviction to reveal the dilemmas people faced 1914-18 such as conscientious objection. Accompanying lesson plans explore not only what happened, but moral questions which remain relevant today. Features lessons on: Emily Hobhouse- Hero or traitor who tried to make peace Albert French, 15 ear old sodldier Harold Stanton, “absolutist Conscientious objector” Women and Families Corder Catchpool, pacifist Henry Williamson, the nature loving soldier This is the sister pack to the primary-focused Conscience. Order hard copies from the Quaker bookshop.

‘The Two Mules’ is a simple cartoon that can be used in education to explore the themes of conflict and co-operation. Here we provide suggestions and guidance on using the story interactively online or in-person. The content can be used at primary and secondary level. Learn about: the need for communication in conflict win:win solutions Deeper questions of power in conflict

What rules would you give an armed drone if it could think for itself? Drawing inspiration from robots in science fiction and the real world, this workshop explores the ethics of robots and ultimately of of automating warfare. It uses Isaac Asimov’s Laws of Robotics to pose the question, what rules would you give a robot? Should drones be allowed to decide when to kill?

The theme: This lesson asks a simple question: should we make polluters pay? In exploring this global citizenship question, students will encounter a wealth of cross-curricular learning experiences and outcomes with learning for sustainability at the heart. Teachers can curate a lesson by choosing from 24 activities covering numeracy, literacy, speaking and listening, creative expression, science, geography, critical thinking, mapped onto the curricula of England and Scotland and Wales. Learners will encounter concepts including the polluter pays principle established at the Rio Earth Summit in 1990 and the loss and damage fund established at COP27, and use images and data to understand how these ideas apply around the world. Structure: The activites are structured in four sections: Introductory stimulus | by encountering the Make Polluters Pay exhibition and forming personal responses, students begin to consider the themes of the lesson. Teacher explanation | a series of explanatory activities helps students formulate enquiries and understand the background issues such as climate change, loss and damage and the “polluter pays” principle. Developing understanding | a menu of activities help learners consolidate and deepen their understanding of the difference in responsibility for greenhouse gas emissions, evaluating who should pay. Conclusion and expression | students use their own judgement and creativity to express their views on a fair way to help people facing loss and damage. Why teach this lesson? In 2022, governments across the world agreed to establish a loss and damage fund to compensate those on the frontlines of the climate crisis. The term “loss and damage” describes the irreversible harm climate change is causing to people and communities. To this day the loss and damage fund remains significantly underfunded; this is why campaigners are on the streets chanting “make polluters pay”. Campaigners are calling for the fund to be filled with money from those that caused the climate crisis. Based on the “polluter pays principle”, the idea is to tax polluting companies, utilise this revenue to fill the fund and help those facing climate catastrophe. These lesson materials are based on an exhibition that has toured the UK and has helped people understand and engage with the issue of loss and damage. This exhibition uses examples from around the world to illustrate communities facing painful loss and damage alongside exemplifying voices that have inspired hope and lead to positive change in the face of the climate crisis. This lesson will enable cross-curricular learning of sustainability , unpacking the polluter pays principle which signifies an opportunity of hope and justice during difficult and uncertain times, discussing and evaluating the polluter pays principle can provide a starting point in helping to tackle climate anxiety among students.