Learning for Peace

The links below relate to Part 1 of the guide (pages 6-31) and the introductory section of Part 2 (pages 32-43).

Each link or download is listed alongside a page number/reference that corresponds to its place in the guide.

Files on this page are in MS Word, MS Powerpoint, PDF or MP4 formats. These are readable by the majority of computers.

Some links may open in a new window or tab.

In 2013 Peacemakers co-hosted a conference with The Peaceful Schools Movement, bringing together teachers and other educators. Three resources from the conference are shared here along with an article to provide stimulus for discussion with colleagues.

Choose one or more of the downloads below. As a staff team discuss: What questions does this raise for us? How is peace valued in our school?

Stimulus 1: Sara Hagel, Director of Peacemakers, opened the day by responding to the question ‘Why Peaceful Primaries?’ Download here

Stimulus 2: During the conference, Lynn Morris, a Peacemakers trainer, was asked to pull together the threads of the day through poetry. Extracts of her poem can be downloaded here.

Stimulus 3: This short video filmed on the day, shares the thoughts of participants at the conference. Download here.

Stimulus 4: ‘Peace is not a dirty word’. This article was produced by Quakers in Britain and was published in the Development Education Association Journal in 2006. Download here.

CPD: A peaceful school?
CPD: Positive & negative peace

Ask staff to work in small groups and discuss their ideas on the difference between peacekeeping, peacemaking and peacebuilding. A template to record the discussions can be downloaded here.

Schools with Soul - RSA

A Royal Society of Arts (RSA) report in 2014, ‘Schools with Soul’, found that the requirement of schools to develop the broader human qualities of their pupils had become side-lined due to the overwhelming pressure placed on them to deliver better exam results. Click here to view the report.

What's already happening in school?

A suggested CPD activity for exploring where your school is at now, can be found in the Learning for Peace guide. You could also try one of these audit tools;

Auditing SMSC (from TES) Download here.

SMSC in the school environment and curriculum (published by Coventry City Council) Download here.

SMSC across the curriculum

All curriculum areas can make a contribution to the student's spiritual, moral, social and cultural development and opportunities for this can be planned in each area of the curriculum.

Download SMSC in the curriculum for ideas.

A guidance document on British values and SMSC has been produced by the Department for Education. Download here.

An approach to SMSC?

Using the ideas on page 25 of the guide, a stimulus has been created to help you think about how your own school might approach SMSC. Download here.

Whole school questionnaires and checklists

Peacemakers commissioned an external evaluation of a two year project working in four Primary schools in Birmingham. The final report and the tools used can be found here.

A useful resource with checklists about life in school is Index for Inclusion by Tony Booth and Mel Ainscow. The resource can be downloaded here.

Assessment forms

These are forms we have used to gauge change before and after a Peacemakers course. Peacemakers courses usually take place over 10 weeks and are either 1 or 2 hours long each week, with a class. We ask the same questions of children before and after the course.

Pupil self-assessment. Download here.

Other assessments we have used include:

Pupils long term evaluation of circle time. Download here.

Pupils feedback sandwich. Download here.


Website design:

Website hosted by:

Lifeworlds Learning
Check In and Check Out

This cribsheet explains the value of Check Ins, Check Outs and Go Arounds during circle time or in staff meetings. The cribsheet also shares ideas for Check Ins and Go Arounds that can be used in different curriculum areas. You may decide to use a circle format to have a discussion in science, PE, Maths, English etc.

You can share your experiences by sending them to us at Let us know what difference Check Ins, Go Arounds and Check Outs are making to your class, your staffroom or your school!

Questioning images

For ideas for using photographs to engage children in dialogue see the following links:

Tide global learning

Philosophy for Children (P4C)

P4C began in 1972 with the work of Professor Matthew Lipman. This approach offers children the opportunity to learn through enquiry and the exploration of ideas. The techniques used introduce participants to the principle and practices of communities of philosophical enquiry. It is built around learning to question with others in ways that are Caring, Collaborative, Creative and Critical - the 4 Cs.

Children learn that their ideas have value, and the ideas of other children have value too. Through P4C they also realise they don’t always have to be right, but they gain the confidence to ask questions and learn through discussion. As a community of enquiry develops over time, the children's questions get deeper and more thoughtful. Their discussions are disciplined and focused, yet, at the same time imaginative. The aim is to encourage better thinking through collaborative enquiry.

This approach is based on over 40 years of research and is practiced in over 60 countries. It complements the activities and approaches shared in the Learning for Peace resource. In the UK the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE) was formed by Roger Sutcliffe in 1992 after interest roused by the BBC documentary ‘Socrates for 6 year olds’.

Check out the SAPERE website for further information.

Lifeworlds Learning can offer training in P4C (INSET, twilights, Level 1 etc) in the Midlands area.

Mantle of the expert

This technique was developed by Dorothy Heathcote through work with children and teachers. It gives pupils a fictional ‘frame’ within which they can take responsibility for a situation. Pupils are given ‘expert’ information or they may research the information in advance. Participants assume responsibility for the activity. The situation is usually task orientated, power and responsibility move from teacher to pupils. The children are given a fictional ‘enterprise’ of some sort such as running a museum. They are given roles and put in ‘real –life’ situations.

See or if you are in the West Midlands

G4: Card carousel

Use these card sets to sort the class into random groups.

Group Sorting Cards. Download here.

Mystery Categories. Download here.