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

Suitable for students aged 15-18, the lesson explores the ethics and legality of armed drone strikes following the “targeted killing” of British citizen Reeyad Khan in Syria in August 2015. This was Britain’s first use of “self-defence” as justification for a drone strike. Go to www.flykitesnotdrones.org for more information and resources about Fly Kites Not Drones. Aim: To understand and critically respond to the different moral and legal questions raised by armed drone strikes. • To give students the chance to practise their speaking and listening skills, including articulating their own views on drones and listening to the viewpoints of others • To gain an insight into how international law and human rights develop • To investigate and offer reasoned views on ethical issues surrounding drone strikes

“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.

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.

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.

Aim: To understand how different people think and feel about armed drones and why. Summary In this workshop participants will meet people with different experiences of drones. Through text evidence, imagery and drama, participants will explore these different perspectives and think about human rights and the emotional impacts of drone warfare. Objectives To gain an understanding of the effect of drones on different people’s lives. To practise moral reasoning based on evidence. To use drama and reflection to identify and empathise with different people’s point of view. This is Workshop 2 of Fly Kites Not Drones and can be run as one session or as two shorter sessions. See more at www.flykitesnotdrones.org

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.

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.

**Lesson 3 of 6 sample lessons from the Razor Wire & Olive Branches pack. The history of conflict in what today is Palestine and Israel is a complicated, but in this lesson helps students can get to grips with it. The main resource here is a timeline, but there are lots of ways for students to engage with it. The activities can help to learn the chronology of key events, but also start to evaluate their significance. More than that, it is a chance to reflect on how identity informs the way we see history. What are our parallel narratives?

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.

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

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.

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.

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

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?

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.

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.

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.

These resources are a sample from a larger pack Quakers in Britain and EAPPI UK & Ireland exploring human rights and peacebuilding among Palestinians and Israelis. Learners compare a range of boycotts from history including Irish resistance to colonial landlords, the Nazi boycott of Jewish businesses and the boycott of apartheid South Africa. They will explore what makes a boycott just or unjust as a tool of social change. Using this insight, learners can then examine the modern “Boycott, Divestment, Sanctions” movement aimed at changing Israel’s human rights policies. Learners will evaluate whether the movement is just and nonviolent, or racist and antisemitic as some have argued.