1. Lesson Plan for Early Years
Remembrance For Peace
Lesson Plan for Early Years

2. What are the students learning How are the students learning Timing
Age Range : Reception
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
Possible Further Activities :
Feelings Map ( see appendix)
Curriculum links:
SMSC
Art
Literacy
Differentiation:
Assessment:
Suggested Timings: minutes
Resources needed :
‘What does peace feel like?’ Vladimir Radunsky
Creative materials including modelling clay
Appendix PowerPoint
Key words:
Remembering
Memories
Peace
Further Information:
How to be a Peaceful School Ed Anna Lubelska JKP ( 2018)
What are the students learning
How are the students learning
Timing
Children are practising communicating their feelings to others, recognising how others show feelings and how to respond. They are also recognising their uniqueness.
Starter: It’s good to be me. An affirming memory game (see appendix for activity material and more information). First person says’ ‘it’s good to be me, Mohammed, as I’m good at riding my bike’, second person says, ‘it’s good to be you, Mohammed ,as you are good at riding your bike. It’s good to be me, Sophia, as I’m good at football’. The third says ‘it’s good to be you Sophia’.. And so on 5
Children are reflecting on events that have happened in the past.
Circle Remembering. What does it mean to remember things? Ask ‘If I wanted to remember today, what could I do?‘. Elicit: take a photo, write it in my diary, film it, etc. Explain the different ways that we remember something that happened in the past. Suggest the teacher shows things that help remember the past, holiday photo, diary, picture of favourite teddy etc!
Children are exploring different feelings and emotions.
Happy/sad memories. Explain that sometimes we have happy memories and sometimes sad memories. Sometimes groups of people or countries remember things together. This year we are remembering the end of a big war that affected the whole world and when it ended people were looking for a way to live happily in peace. This could be followed by a ‘Feelings Map ‘ activity (see appendix for more info). 2
Children can identify and respect the differences and similarities between people’s understanding about the word peace. They can also share their views with the whole class.
Ask: What does the word peace mean to you?
Read: ‘What does peace feel like’ by V Radunsky.
Discuss: What does peace feel like, look like, taste like? What is their favourite drawing and why? Provide the children with a variety of art/ modelling materials and ask them to draw a picture or to make a model from clay or plasticine to show what makes you happy.
20-30
Children can develop skills in sharing their opinion and listening to the views of others.
Plenary: Ask children share their picture or model with the person next to them and explain what their picture or model means to them. Talk about how we could remember what makes everyone feel happy and peaceful. A suggestion would be to make a display of pictures and models.

3. Appendix
Additional Resources for Early Years

4. ‘It’s Good to be Me’ A Quaker Resource
This is an affirmational go round. It encourages everyone to both affirm themselves and to affirm others. It uses the peace making skill of listening and echoing back.
Everyone says something positive about themselves it could be a characteristic, something they’re good at, something they’ve done. This is about genuinely affirming yourself, so discourage examples that are just about being fortunate or lucky, such as “it’s good to be me because the sun is shining.”
The next person around the circle reflects this back, then makes their own statement:
First person: It’s good to be me, Safa, because I’m good at making people laugh.
Second person: It’s good to be you, Safa, because you’re good at making people laugh. It’s good to be me, Michelle, because I’m really good at cycling.
Third person: It’s good to be you, Michelle… (and so-on)

5. Echoes Game
This could be used with a new group of children, where they don’t know names.
This is a game of affirmation through your name, but it also asks you to focus on other people and remember something about them. It uses the peace making skill of listening and echoing back.
Sitting in a circle, everyone will introduce themselves by name in a go round.
As the name suggests, the job of the rest of the circle is to echo the person’s name, so if one person says “Jack”, everyone says it straight after.
But it’s not only the name that is echoed. Each person can select an action to accompany their name. They might mime an activity they enjoy like reading or playing cricket, it might be a quick dance move or just a gesture. The teacher may want to model some examples and allow some thinking time.
Go around the circle, watching and echoing every name and action- encourage everyone to remember each other’s actions.
At the end of the go round, ask individuals which name-action combinations they can remember. .

6. What emotions are these cats displaying
What emotions are these cats displaying? Which cats are feeling peaceful? Why do you think that?
Suggestions include From Left to Right
Angry , sad
Happy, calm, worried

7. Where would they be on a feelings map?
Happy
Sad
Peaceful
Angry
Worried

8. A Feelings Map
Starting with the “four main feelings” of sad, happy, angry and worried,” print out different feelings vocabulary or images such as ‘emojis’ and faces and have them ready to lay on the floor in circle time. You might ask whether “happy” and “upset” are similar or different, and then position them further apart. The word “lonely” (or a picture of someone sad to be left by themselves) might then go near the word “upset”. Joy would go near happy etc. In this way, work together to build up a “feelings map” on the floor. You can then encourage students to use the map to build “I statements” such as “When I play with my friends, I feel peaceful”. You can ask a student to choose different places to stand to show that feelings can change. As you go, discuss the physical sensations we might associate with feelings, such as warm cheeks, clenched fists. Also note that feelings don’t have to be bad- anger can be good if it helps you can use it to fix a problem without hurting yourself or someone else.

9. Where would you be on a feelings map?
Happy
Sad
Peaceful
Worried
Angry

10. Remembrance For Peace
Lesson Plan for KS1

11. What are the students learning How are the students learning Timing
Age Range : KS1 PSHE Remembrance for peace
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
Possible further activities:
Create a memory board to show where you have helped others or been helped by others.
Curriculum Links:
SMSC
History
Art
Drama
Differentiation:
Assessment
Suggested Timings: minutes
Resources needed :
Memory Game: with articles such as a WW1 photo, photo of a memorial, poppies etc (see appendix for examples)
The Two Mules resource from Peace Education ‘Teach Peace Pack’
Art materials for creating pictures or models
The Peace Book By Todd Parr
What does peace feel like by Vladimir Radunsky
Key words:
Co-operation
Conflict
Remembrance
Further information:
Peace Week Pack By The Quakers
(see appendix)
What are the students learning
How are the students learning
Timing
Students are developing listening skills.
Starter; ask students how do we remember things? Elicit: take photos, write things down, film or record events.
5 minutes
Students are reflecting on events that have happened in the past.
Memory game: have a tray/ photo slide with articles referring to WW1, explain the items and then remove one at a time, who can remember what has been removed? Explain that objects such as photos, memorials, poppies etc help people to remember the end of WW1 and to think about all those who have lost their lives in wars since then. War is always a terrible thing, and happens as a result of not dealing with conflict or a lack of co-operation (see appendix for ideas).
10 minutes
Students have the opportunity to develop skills in listening to other people including developing strategies to resolve simple arguments through negotiation.
The Two Mules: divide the class into groups with a set of strips telling the story of the two mules. Ask the children to put the strips in order to tell the story. The groups could then recreate the story as a role play.
Students have the opportunity to practice sharing opinions on things that matter to them and explain their views through discussions with one other person and the whole class.
At the end of the war everyone hoped that there would be peace and that people would be able to live happily. But what do we mean by peace? A suggestion is to read either ‘The Peace Book’ by Todd Parr or ‘What does peace feel like?’ By V Radunsky. What is your favourite description and why? What do you think peace looks or feels like?
To develop skills in listening to other people and work cooperatively
Work in a pair to produce a picture or model to show what peace means to you.
20 minutes
Students have the opportunity to discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations.
Plenary: have a discussion about what we can do to make our classroom or school an even more peaceful place. This could develop into an INSPIRE display wall for the whole school to contribute to.

12. Memory Tray Ideas
A War Grave to an unknown soldier from the Middlesex Regiment in Belgium.
A white poppy - to remember all people including civilians killed in war. It represents remembrance for all victims of war,
A red poppy - to remember British and British Empire troops killed in war. It was inspired by the fields of red that sprung on the battlefields after World War I. After the Empire ended, it was used to remember commonwealth soldiers. Originally this was in memory of World War I, but it now represents losses in all wars.
A first world war trench at Delville Wood in Northern France, where the Battle of the Somme took place, now visited by those paying their respects
Names of soldiers who died during World War 1 who have no grave , their names are written on the Tyne Cot memorial
A memorial to soldiers from Africa and the Caribbean who died during WW1 and WW2
A memorial to Conscientious Objectors in Tavistock Square in London
Also have tangible items like a medal, bandage etc

13. Use the Peace Week Pack for other ‘Two Mules’ Resources.
Enlarge the image and cut into ‘story strips’.
Give the strips out randomly (out of order) to a group of children for them to discuss the order of the strips, for them to tell the story of what they think is happening in the images and to share that story with the class.
Use the Peace Week Pack for other ‘Two Mules’ Resources.

14. Additional Resources for KS1
Remembrance For Peace
Additional Resources for KS1

15. Peace Week Pack
To explore some great ideas and resources please see the ‘Peace Week’ Pack , produced by the Quakers. This includes some tried and tested methods of exploring conflict resolution, including ‘The Conflict Escalator’. The pack can be downloaded here