28/04/2014 INSET. How can we cover the First World War in Primary school? (especially in RE?) Barnabas RE Day (Reception to Year 6)

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28/04/2014 Or How can we cover the First World War

) In-service training session for Primary School

to Year 6) Website support materials What Price

resource book Why study the First World War in

1 28/04/2014 Or How can we cover the First World War in Primary school? (especially in RE?) In-service training session for Primary School Teachers INSET Barnabas RE Day (Reception to Year 6) Website support materials What Price Peace? resource book Why study the First World War in primary school? Getting the big picture Key points for primary schools Values Religious Education Collective worship 1

1914 and 1918 1920 and 1924 1939 and 1945 1914 and 1918 The machine gun is a much overrated weapon Field Marshal Douglas Haig, 1915 It takes 15,000 casualties to train a major general Marshal

2 28/04/2014 What was another name for the First World War? The Phoney War The Great War The war to end all wars The Great War The war to end all wars Between which years did the First World War take place? 1914 and and and and 1918 The machine gun is a much overrated weapon Field Marshal Douglas Haig, 1915 It takes 15,000 casualties to train a major general Marshal Ferdinand Foch You will be home before the leaves have fallen from the trees Kaiser Wilhelm II, August 1914 Why study the First World War in primary school? So... what do we know about the First World War? What s worth remembering in the centenary about a conflict that cost millions of lives? Opportunities for schools developing: SMSC Values Religious Education -how faith affects real life Collective worship - issues today 2

28/04/2014 What do we know about the First World War?

rats Machine guns, barbed wire, poison gas, tanks The Battle of the

appeal, British Legion The First World War: the bigger picture European

New technology changes warfare Mass popular involvement - from

patriotism, propaganda, religious fervour, nationalism, social Darwinism

consequences A self-inflicted Christian holocaust?

A war for democracy? Incompetent generals?

War popular in 1914 - Irish troubles put on hold Communist revolutions

Allied armies Versailles treaty toxic, Europe traumatised How will you

Objectives clear before you start - what will the pupils gain from

3 28/04/2014 What do we know about the First World War? Britain vs Germany Flanders in Belgium Mud, steel helmets, trenches, rats Machine guns, barbed wire, poison gas, tanks The Battle of the Somme Locally raised Pals battalions War (and peace) memorials Poppy appeal, British Legion The First World War: the bigger picture European national rivalry - a family dispute? New technology changes warfare Mass popular involvement - from professional armies, to volunteers, to conscripts Potent mix of patriotism, propaganda, religious fervour, nationalism, social Darwinism and mythology High cost - human lives, economic disruption, political consequences A self-inflicted Christian holocaust? First World War: myths and realities Popular perceptions Unnecessary? A war for democracy? Incompetent generals? Achieved nothing at great cost? But beware hindsight! War popular in Irish troubles put on hold Communist revolutions in Russia and Germany, British Empire still rules Won by successful Allied armies Versailles treaty toxic, Europe traumatised How will you use the book? Objectives clear before you start - what will the pupils gain from lessons in content, skills and attitudes? Have a clear sense of positive values. Use personal stories, original sources and local resources. Make use of photographs, film and maps. Encourage critical, evaluative approaches to the material. Make it cross-curricular - explore through different subjects 3

28/04/2014 RE: Teaching about Christianity Beliefs about God and Jesus Christ What do we know about the Bible - and why it is special for Christians? What does it mean to belong in Christianity?

Why do people use ritual in their lives? What is religion? What concepts do religions have in common? ( sacrifice?

How do we make peace with friends/people we don t get on with? Is it right (or wrong) to play with war-type games or toys? Is God on my side?

Unpacking the underlying meaning of symbols associated with the war. Values: key questions for adults (and pupils?) Who are we? What does it mean to be British? Is fighting ever right?

4 28/04/2014 RE: Teaching about Christianity Beliefs about God and Jesus Christ What do we know about the Bible - and why it is special for Christians? What does it mean to belong in Christianity? What are the themes of Christmas? What can we learn about Christian symbols and beliefs by visiting churches? How and why do religious people show care for others? Why do people use ritual in their lives? What is religion? What concepts do religions have in common? ( sacrifice?) Exploring the First World War in RE See the support material No Man s Land - a reflective story Values: key questions for pupils Is it ever right to fight? How do we make peace with friends/people we don t get on with? Is it right (or wrong) to play with war-type games or toys? Is God on my side? How can we explore the First World War in collective worship? Inclusive and relevant? Remembrance - why and how? Exploring values questions. Unpacking the underlying meaning of symbols associated with the war. Values: key questions for adults (and pupils?) Who are we? What does it mean to be British? Is fighting ever right? Are war games and toys OK? What does it mean to support our troops? What should we do for the victims and survivors of war? How do we make peace? What makes us human? What is a sacrifice? Is God ever on anyone s side? Key Bible passages For serving soldiers...? For anti-war protestors...? For the bereaved...? For those asking hard questions...? For those seeking comfort...? See the support material Exploring war and peace through Bible verses 4

5 28/04/2014 Cross-curricular links Knowledge and understanding of the world/psed Literacy Geography Science ICT Art Music PE/Dance Cross-curricular links: 1 Knowledge and understanding of the world/psed Foundation/KS1/KS2 Create a peace table or peace cornerusing things from the classroom, items from home or items the children make that they connect with peace. Literacy KS2: Diary entries -imagine you are a soldier or a family member back at home -write a diary entry. What would a peaceful world be like for the pupils? Comparative locations -compare a child s experience of the war in two different countries or two different national locations. Cross-curricular links: 2 Geography Foundation/KS1/KS2: Visit local war memorials to gain information - look at imagery, text, designs. Science Foundation/KS1: Plant poppies as a class activity, experimenting with the effects of different climatic and soil conditions on growth. KS2: Discuss popular ideas about evolution theory, by talking through real-life dilemmas such as whether we should be protecting animal species in danger of extinction. Also, should popular ideas of the survival of the fittest apply to humans as well -and is that fair?(should stronger countries be able to boss little ones around, just because they can?) Cross-curricular links: 3 ICT KS2: Run a web search for casualties from different nations in the First World War. Using that data, produce various charts and tables to illustrate and compare the losses in different countries. Art Foundation/KS1/KS2: Following a visit such as that in the Geography example, get the pupils to design their own war memorial with images, names and so on. For Foundation, decorate with poppies. Cross-curricular links: 4 Cross-curricular links: 5 Music KS2: As a class, listen to songs and other music related to the time, studying, illustrating and annotating the lyrics to explain their meaning. Some ideas might include: Goodbye-ee, Goodbye Dolly I must leave you, Pack up your troubles in your old kitbag and The Lord s my shepherd. Listen to some more contemporary songs about war and discuss their message, such as Where have all the flowers gone. Create atmospheric music using a range of instruments. Create music using the sounds and senses of the trenches, or the emotions and feelings of being at war. PE/Dance KS1/KS2: Choose an appropriate piece of music depicting war, thendevelop a piece of creative movement to express the emotions of war, or tell the story of someonegoing to war or their life in the trenches. 5

28/04/2014 Resources Support material on Barnabas in Schools website A resource book: What Price Peace? See also: www.christianvalues4schools.co.

6 28/04/2014 Resources Support material on Barnabas in Schools website A resource book: What Price Peace? See also: TES teaching resources - First World War and Remembrance Day Imperial War Museum: (Year 6?) Diaries: Grants for school projects: FirstWorldWar.aspx#.Ue1Y8tKbOQx WW1 map: Acknowledgements Every effort has been made to trace and contact copyright owners for material used in this resource. We apologise for any inadvertent omissions or errors, and would ask those concerned to contact us so that full acknowledgement can be made in the future. Illustrations Simon Smith King Cross station - image courtesy of Chris Hudson Newcastle-upon-Tyne city centre memorial - image courtesy of Chris Hudson London Cenotaph - image courtesy of Jane Butcher Tyne Cot Cemetery, Ypres, Belgium - image courtesy of 123rf Poppy fields - images courtesy of Martyn Payne First World War map -courtesy of German Historical Institute ( Somme war grave - image courtesy of Jane Whittington Barnabas in Schools is a part of The Bible Reading Fellowship, a Registered Charity BRF, 15 The Chambers, Vineyard, Abingdon, Oxon OX14 3FE Tel: Fax: barnabas@brf.org.uk 6

A five-week scheme of work

A five-week scheme of work including Key Questions, Learning Objectives, Learning Outcomes and Learning Experiences WEEK 1 To consider the question 'Where are the Christians?' and to begin to understand