Australian Curriculum links
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Health and Physical Education
1.3 Identify and describe emotional responses to a range of situations
2.4 Reflect on, and respond to, their emotions in ways that positively take into account their own feelings and those of others
- Personal and social capability
- Ethical behaviour
Students share personal thoughts, ideas and understandings of peace.
- relaxing, gentle music
- large sheets of paper and drawing materials
- large space
- (optional) The Peace Book by Todd Parr
Lie on the floor with eyes closed and listen to gentle music.
Think about things that make you feel calm and happy.
Draw a picture to represent these peaceful thoughts.
Write captions for the pictures ‘Peace is . . .’.
Share these ideas and pictures.
Display your pictures to begin a class Peace gallery. Add to this as you explore the topic of peace further and gain and record more understandings.
Read and discuss The Peace Book by Todd Parr, ABC Kids Books (2004).
Choose particular pages: Is this what peace means to you? What does the book make you think about?
Students develop understandings of peace through their five senses.
- paper and writing or drawing materials
- requirements for the ‘experience’
Name and discuss the five senses.
Recall your experience of listening quietly to music from Activity 1 or participate in another quiet experience such as going for a walk, relaxing using a guided meditation, reading etc.
Discuss how each of the senses was used during the ‘experience’.
Share favourite experiences for each sense – for example, by discussing things you like to smell, hear etc.
Complete the following poem (in pairs):
Peace looks like . . .
Peace sounds like . . .
Peace tastes like . . .
Peace smells like . . .
Peace feels like . . .
Create a class book of the poems.
Students consider how conflict affects people and explore the many ways in which peace makes a difference to people’s lives.
What do you think of when you hear the word ‘conflict’? Describe some situations where you might experience conflict. You might like to focus on things that could happen at school – eg someone blames you for something you didn’t do, someone calls you or your friend names, someone takes something that belongs to you or has something you want and won’t share.
Use movement and sound to act out how you feel when there is conflict. You could also role-play some of the situations identified in your brainstorming, then discuss and act out what could help to resolve the conflict.
Complete a Y-chart showing what conflict looks like, sounds like and feels like.
- What do you know or think about how children in other places might experience conflict?
- What causes of conflict could there be?
- How might the conflict affect children and their families and communities?
Complete a Y-chart showing what peace looks like, sounds like and feels like.
Students use procedural writing to express the key components and actions for peace.
Reflect on and discuss what you have learnt through your explorations of peace.
Brainstorm a list of ‘ingredients’ that could help make a peaceful world and some actions that could be done with these ingredients – ‘methods’. Add to the list through sharing personal experiences, photos, stories and/or have a presentation done by a visiting speaker.
Revise procedural writing as it relates to reading and writing a recipe. (This might include a sequence of events and the use of verbs to start sentences.)
Create a ‘recipe’, in small groups, with words and/or symbols using ‘ingredients’ and methods from the class list. This might be done using a computer template (Title, Preparation, Method) and inserting clip art of digital photos taken by students to illustrate their recipe.
Share recipes and try ‘cooking’ a new one each day. You could role-play situations where there could be conflict, showing how using your recipes could help to achieve peace.
Write some sentences beginning ‘People can be peaceful when they . . .’ (eg the next word could be are . . ., feel . . , have . . . ). This could be a shared writing activity.
Agree on a way to share what you have learnt about peace with the school community. For example, you might develop a display and/or presentations as part of a ‘Peace Week’ organised by several classes working collaboratively.
Adapted from Thinking Globally, Global perspectives in the early years classroom (p 107)
The following activities could be used to relate learning about peace to human rights. Adapt the activities as appropriate for your students and to give peace special emphasis.
Basic needs and children’s rights (F-2)
Activity 2: What children need to survive and develop
Students develop an understanding that children around the world have the same needs and the right to have their needs met and protected.
Activity 5: Rights for every child
Students explore an illustrated interpretation of the Convention on the Rights of the Child, and reflect on and express what they have learnt about the needs and rights of all children around the world.
Respecting and protecting human rights (3-4)
Activity 4: Taking flight
Students develop an awareness of respecting and protecting the rights of refugees by imaginatively considering an experience of escaping conflict.