Wold War I was not the war to ennd all wars. In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE.

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for age 14-18. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS: Reflect on how and why we remember past events Reflect on choice Students to work co-operatively to think about what peace means

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 11-14. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS : Reflect on how and why we remember past events Reflect on causes of conflict Students to work co-operatively to think about what peace means

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 7-11. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS : Reflect on how and why we remember past events Reflect on causes of conflict Students to work co-operatively to think about what peace means

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 3-7. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS : Reflect on how and why we remember past events Reflect on causes of conflict Students to work co-operatively to think about what peace means

This is a creative way to tackle controversial questions surrounding Remembrance, the armed forces, war and militarism. This attractive poster and the accompanying activities elicit debate and discussion about the reality and ethics of military involvement in British society. Armed Forces Day is a particularly relevant time to open up this discussion in your Citizenship, PSHE lessons and meet your SMSC requirements. It also lends itself to Philosophy for Children sessions at primary or secondary. Everything shown is ‘real’ - something that does happen on the streets of Britain. We’ve provided the resource as a PDF, an image and a clickable webpage (meaning you can click on individual parts of the image and see a related video, report or news story; students could explore this individually or be led through it on an a whiteboard. You can order printed hard copies (free, just pay postage) from the quaker bookshop. We’ve also suggested a range of activities to elicit interesting discussion in the attached document.

“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.

To end all wars? This INSPIRE project plan is for a 30-minute introduction to World War I Remembrance. It can be used as an assembly or at the beginning of a poppy-making workshop. You could use it during Remembrance or, better yet, for thinking about peacemaking in your school. It also contains a challenge: what will you do to make peace in the next 100 years? The content can be used with ages 9 and above. The follow-up poppy-making activity is for all ages. 2020 NOTE: The Collateral Damage Project is now over but, people are doing window displays of white poppies and posting online Aims:** ** to explore the history of war from World War I to the present day to inspire action to prevent war and build peace (extension) to make a poppy as a symbol of Remembrance for peace.

This assembly asks an exciting but serious question for children. Can if ever be right to be disobedient? It uses the true story of Franz Jägerstätter, who refused to join Hitler's army in World War 2. The story is gradually revealed to the young people in stages, giving them a chance to decide what they would do.

This fun assembly from the Teach Peace pack explores the ideas of conflict, cooperation and compromise through the simple story of two mules. A great way to start talking about conflict not just as a danger, but as an opportunity. From of the Peace Education Network

This interactive assembly from the Teach Peace Pack explores whether walls build peace using examples of real walls and barriers from different times and places including , the peace lines of Northern Ireland, the barrier around the Palestinian West Bank and oxen lining up to defend their young. Follow-up actvities also allow learning to be deepened in the classroom. Produjced by the Peace Education Network

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.

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.

Aim: to show how things can go wrong when we act in anger. From the Teach Peace Pack, this assembly uses the tragic story of Gelert, Prince Llwelyn's loyal hound, to explore the dangers of acting in anger.

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

Part of the Teach Peace pack, this assembly explores the extraoridnary life of Quaker Elizabeth Fry, the Angel of the Prisons, whose exposure of harsh conditions in Newgate's cells led to prison reform. Aim: to learn about the life of prison reformer Elizabeth Fry and her determination to change something she believed was wrong.

This assembly lays out the true story of Sadako, the girl who inspired hope after the atomic bombing of Hiroshima even after shed died from radiation poisoning. Part of the Teach Peace Pack from The Peace Education Network. Aim: to explore the human cost of war and see how children, so often the innocent victims, can work together for peace. This assembly is most effective if it is followed up in the classroom with the making of origami cranes carrying the children’s messages of peace. Some children may find the content of this assembly upsetting, so be aware of the need for sensitive follow up.

Remembering for Peace Aim: To encourage children to think about the impact of war and to consider ways of remembering for peace. Cofio dros Heddwch Nod: Annog plant i feddwl am effeithiau rhyfel ac ystyried ffyrdd o gofio er mwyn hyrwyddo heddwch. This assembly has been created ahead of the Peace Education Network's updated edition of the "Teach Peace" pack. It explores the question of what we remember about war and why, looking at the significance of the different colour of poppies.

Pupils make their own kites and send your message of hope for peace into the skies… In Afghanistan, where flying kites has great cultural significance, the perfect kite-flying weather also provides perfect conditions for the drones, whose bombs have left children fearful when they play. Afghan Peace Volunteers began Fly Kites Not Drones as a nonviolent way to call for peace. This is Workshop 4 of Fly Kites Not Drones. See more at www.flykitesnotdrones.org

Aim To use the issue of armed drones to explore how to construct an argument using fact and opinion. Summary This workshop sees young people exercise critical thinking and argument on the subject of military drones. Drones or ‘Unmanned Aerial Vehicles’ (UAVs) are increasingly used by many countries in war, including the UK and USA, but are they a good idea? Young people will learn about how drones are used, and their effects on civilians, and apply this learning to the construction of an argument. This is Workshop 3 of Fly Kites Not Drones and can be run as one session or as two shorter sessions. See more at www.flykitesnotdrones.org Objectives Participants will practise differentiating between fact and opinion. Participants will learn about how drones are used. Participants will have the opportunity to reflect on their own opinion in discussion. All participants will practise spoken debate. Some participants will integrate persuasive techniques with argument.