Global Peace Games

GLOBAL PEACE GAMES

National Children’s Football Alliance Global Peace Games Evaluation.

October 2014

Introduction (3)

Outcome aims (3)

Background (3)

Recruitment (4)

Activities (7)

Outcomes achieved (8)

Media (13)

Conclusion (13)

Appendix (15)

Introduction

National Children’s Football Alliance (NCFA) is a coalition of agencies and organisations that safeguard and advance the rights of children in football. As a humanistic voice and advocate for children, the NCFA also acts as a focal point and network for those individuals and organisations seeking sustainable partnerships, information, education and/or training on child-centred approaches and children's rights in football. The NCFA seeks to protect childhood through football.

In more than 40 countries there are traditions of Global Peace Games (GPGs) initiative from the United Nations to raise the profile of peace through sport. The Flanders GPGs were inspired by the Christmas Truces of 1914 and how those symbolic moments of First World War history relates to the contemporary mission of the Peace Village, Messines, Belgium and British project partners the NCFA. The GPGs was funded by Erasmus+ (European Union). The funding application was directed by the Peace Village. The Peace Village commissioned the NCFA to provide 20 young people (key stage 3) to represent the United Kingdom at the GPGs. It was agreed that the GPGs give the children the freedom to play the game and learn about conflict resolution in their own way. It provides young people with the opportunity to experience cross-cultural learning through cross-curricular activities. The GPGs provide facilitators and teachers with the opportunity to engage young people in a range of subjects using sport as a vehicle. It also provides the opportunity for the English schools interested in twinning their playing fields with Flanders Peace Fields, to select ambassadors to represent their school through the proposed Peace Fields Project.

Outcome aims

 All participants will engage in learning about the First World War from different cultures  All participants will, through guided discovery, explore conflict resolution through interactive workshops  All participants will experience a range of activities documented in the First World War, football, cricket, rugby and cycling, they will discover through play – a universal language of peace  All participants will understand the value of tolerance, humanitarianism and friendship without prejudice

Background / brief history

The NCFA work closely with the Peace Village on developing the Peace Fields Project (PFP), a project promoting peace through twinning designated areas of play at primary and secondary schools, with Flanders Peace Field. During the development of the PFP the GPGs were considered an ideal opportunity for both organisations to work together and further raise the centenary commemorations profile. Young people would be introduced to the Christmas Truces, commemorating the First World War and celebrating peace. The NCFA approached the Kent County Council who then published the GPGs in their education newsletter and emailed it to head teachers. Four schools (Herne Bay High School, Maidstone Grammar School for Boys, Oasis Academy and Thamesview School) replied within 24 hours. These schools were considered to have vibrant Sport and History departments. It was felt that teachers passionate in their subjects would be best placed to manage their respective school groups. It was also considered that the schools participating in the GPGs represent a broad spectrum of education from across Kent.

 Correspondence with Sean Carter, Strategic Projects and Partnership Manager, Kent County Council, Niall Leyden, Outdoor Education Officer, Kent County Council and Gwenn

Dejaegere, Project Manager of the Peace Village, provided the NCFA with the necessary guidelines regarding risk assessments, health and safety.

Without prejudice, the NCFA provide access for children to all forms of football. There was a clear indication from the above-mentioned experts that the need for a Global Peace Games would best engage young people from diverse backgrounds taken out on a level of heritage, history and sport, which had yet to be contextualised in contemporary themes. It was also considered that football would not be the sole sporting activity of the programme. Although inspired by the Christmas Truces football games the GPGs would embrace rugby, cricket and cycling, all sports documented at home and abroad throughout WW1.

 Wilfreid Lemke, Special Advisor to the United Nations Secretary-General on Sport for Development and Peace, said, ‘Participating in these Global Peace Games gives you a unique opportunity to play an active role in UN and worldwide efforts to improve the world through sport. It is an opportunity for you to demonstrate to your family, friends, and communities the value that sport has in creating a better world’.

Guided by Wilfreid Lemke’s letter to the GPGs the NCFA focused its resources on a project that would actively engage young people at a community level. This meant supporting GPGs partners on helping develop the programme and encouraging them to listen to the schools that participated and this would help in achieving the pilot project’s outcomes. It was also important that all partners felt valued in terms of input and that they were given the opportunity to extend their respective networks through the GPG’s growing profile.

Recruitment

Schools were recruited on the basis of their enthusiasm for the project, links in the community with WW1 and a strong reputation in sport and history subjects. The schools that participated were able to thread the GPGs into their academic year with no disruption to their respective school’s curriculum. It was considered important that all the above-mentioned partners and schools were confident in delivering the project at an age appropriate level. Teachers asked their respective pupils (girls and boys) to volunteer for the project. All four schools reported that they were inundated with volunteers. Available funding meant that 20 pupils represented Britain without paying for the experience.

Global Peace Games Staff

Who was involved.

Participants English schools Pupils Staff Herne Bay High School, Kent. Female Male Male 3 2 1 Maidstone Grammar School for Boys, Kent. Female Male Female 0 5 1 Oasis Academy, Isle of Sheppey, Kent. Female Male Male 5 1 Thamesview School, Kent. Female Male Female 3 2 1 Belgium School Project Team Staff St Theresia Kortryk Female Male 1 Male 7 15 1 Female German School Project Team Staff Female Male 1 Male 5 17 1 Female Film Crew (see appendix 1) National Children’s Football Alliance NCFA Male 2

‘Recruiting for the Global Peace Games was very simple. As soon as our pupils were informed we were immediately inundated with volunteers’ Lorraine Fairbard, Teacher, Herne Bay High School.

The Belgium, England and Germany team line-up

Project Partners Organisation Project team GPGs Assistants Peace Village 2 1 Flanders Peace 1 2 Fields Projects NCFA 2 ‘Without the NCFA it would have been very difficult to find schools in such short notice’. Gwenn Dejaegere, Project Officer, Flanders Peace Fields.

Sports Sport Facilitators Participants Cricket 2 68 Football 2 68 Rugby Union 2 68 Cycling 2 68 ‘We enjoyed delivering the session to all the young people. They played cricket with enthusiasm and sportsmanship. It was a pleasure to hear laughter and see smiles on their faces’. Belgian Cricket Federation. Natarajan Krishnan & Fazil Mahmoud.

Workshops Organisation Facilitators Title Participants Pax Christie 2 Communication Workshop 68 Caritas International 2 Testimony by Political Refugee 68 Guernica Project 2 Graffiti 68 ‘The artwork displayed by young people from three different nations working together was superb’. Guernica Project

Graffiti Workshop inspiring Peace through Art

Activities

Each school participated in all the workshops organised by the GPGs organisers. All pupils experienced taking part in mixed abilities and mixed gender groups. On occasions many pupils buddied-up (partnered) with pupils from others schools from different countries. For instance, the Communication Workshop, facilitated by Pax Christie, reported that some pupils found their workshop challenging, however, pupils later gained in confidence and provided some strong questions and answers at the end of the session. Many of the groups found the workshop to be a good ice-breaker in terms of making new friends. A pupil from Thamesview School reported, ‘I enjoyed the Movement & Peace in the Communication Workshop because it was strange to do and I have never done it before’. In contrast another pupil from Herne Bay High School, said, ‘I found the Communication Workshop strange because it was unexplained why we were doing it’.

The Caritas International’s Testimony from a Political Refugee Workshop provided pupils with the opportunity to listen to a political refugee seeking asylum in Belgium. This workshop resonated with many pupils that had witnessed similar stories on television and in their communities. Evidenced in the pupils’ feedback forms (see appendix 2) it was clear to see that this workshop had left a positive impression with one pupil from Maidstone Grammar School for Boys, stating, ‘I thought this workshop was slightly uncomfortable but I found it very interesting’.

The Guernica Project Workshop was by far the most popular of all GPGs workshops. Pupils quickly found ways to express themselves through graffiti art. Participating in graffiti art kept the pupils fully engaged, they explored the main GPG’s outcomes and discovered a common ground for forming friendships and this clearly worked better than any other workshops in terms of communication. International groups comprised of boys and girls, some with strong art backgrounds and some with very little art experience. A pupil from Oasis Academy, said, ‘The best workshop for me was the graffiti workshop. I have never done it before and it was something new’.

The Global Positioning System Games (GPS) engaged mixed groups of pupils from different nations to discover remnants, artefacts and landmarks in the vicinity of the First World War. The cross cultural learning amongst the groups was considered a success by the schools teachers. One teacher from Maidstone Grammar School for Boys, commented on the pupils participation, ‘The intense submersion in the historical context was perfect for them’.

All the Sports Activities were informal. All pupils played in mixed ability and mixed gender teams. Teams were multi-cultural and all games were played in the spirit of the Christmas Truces. The football games were facilitated by German members of staff, the touch Rugby games were facilitated by an English member of staff, the cricket games were facilitated by the Belgium Cricket Federation and the cycling was hosted by the Peace Village staff. All sports activities promoted fair play and social inclusion. A couple of pupils did not partake in all sports, however, they did participate in a sport which they felt comfortable playing. A teacher from Oasis Academy, said, ‘All sports activities were explained well and very hands on. The language was an issue to start with but every day it became less and less’.

The Tours contextualised the First World War with young pupils’ lives in their communities. All pupils were encouraged to discuss how they felt about their visits to memorials, battlefields and museums. Often these discussions took place over meal times and around the camp fire, with many pupils expressing their thoughts with pupils from different countries. A pupil from Oasis Academy, wrote, ‘We take for granted our boots, kit……everything we have when we should appreciate that 100 years ago we would all have been at war’.

Outcomes Achieved

 All participants will engage in learning about the First World War from different cultures.

All participants visited Belgium, British, German, Italian and New Zealand First World War memorials. They were given a number of tasks to perform in multi-International groups. For instance, before visiting the New Zealand memorial the pupils were introduced to a video clip of the Haka, which is a traditional ancestral war cry, dance or challenge of the Māori people of New Zealand which the New Zealand national rugby union team, the "All Blacks", and a number of other New Zealand national teams perform before their international matches. The pupils performed the Haka in front of the New Zealand memorial. This had a profound effect on the pupils with one of the pupils from Herne Bay High School commenting, ‘It was spine tingling to stand in front of the New Zealand War Memorial and perform the Haka. I will never forget it’.

On another occasion pupils were asked to stand behind a head stone when they visited the British memorial in Messines. They were then asked to sit down if the head stone they were standing behind had no name on it. This culminated in approximately 50% of pupils from Belgium, Britain and Germany, sitting down. It was clear to see from the respect undertaken by all pupils that learning about the First World War from different cultures was often poignant in terms of visible signs of emotions.

An example of the kind of questions that the pupils were asked to complete when visiting memorials please see appendix 3.

In addition to learning about the First World War from different cultures all pupils reported that they have logged onto the NCFA’s Football & Peace Project website and accessed local online history resources, as well as researched different cultures fighting in the First World War. Online analytics record 61.1% return visitors and 38.9% new visitors, 9th Sept 2014 – 9th Oct 2014.

The workshop feedback forms completed by the British schools’ teachers recorded:

All 4 teachers completed and submitted feedback forms

Outstanding Good Satisfactory Unsatisfactory Degree of usefulness to school / Peace 2 2 Field Project Potential impact for future projects 2 2 Quality of usefulness of 2 2 http://www.childrensfootballalliance.com/ football-and-peace/

Here are some of the comments from teachers and their pupils:

‘Learning in a practical environment, especially one like this, with good workshops, worked well. It would help if the leaders were well qualified and stronger instructors. The Peace Village guide was excellent and enthusiastic’. Paul Farrant, School Project Leader, Herne Bay High School.

‘The history and sport were present every day which was great. William Bright, Sports Teacher, Oasis Academy.

‘Good focus on history. Good information from Simon (tour guide) who was excellent, patient and passionate’. Rebecca Money, History Teacher, Thamesview School.

‘I didn’t really know what to expect but the historical content was excellent – how could it fail to be’. Liz Van Mol, History Teacher, Maidstone Grammar School for Boys.

‘We saw how another culture works and learned some of their songs and words’. Pupil, Herne Bay High School.

‘My favourite part was going to the museum as I got a real sense of what the trenches were like’. Pupil, Herne Bay High School.

‘I learnt about their lives, traditions and languages’. Pupil, Oasis Academy.

‘We learnt a lot about the war and of the tragic events that took place’. Pupil, Oasis Academy.

‘Because I mixed with students from other countries / cultures I learnt new things’. Pupil, Thamesview School.

‘I learned that there are people just like us and want to learn about the First World War’. Pupil, Thamesview School.

‘When talking to them (Belgium and German pupils) they told me their opinions of the First World War’. Pupil, Maidstone Grammar School for Boys.

‘I learned about their (Belgium and German pupils) lives and differences between their county and mine’. Pupil, Maidstone Grammar School for Boys.

Passchendaele Memorial

 All participants will, through guided discovery, explore conflict resolution through interactive workshops.

All participants were presented with opportunities to express themselves through a diverse range of workshops. The Communication Workshop explored with the pupils how people challenge their perceptions of anger and aggression, through group activities pupils displayed their opinions and thoughts, through movement, discussion and debate.

The Testimony by a Political Refugee Workshop encouraged pupils to ask open questions about how a real life victim of a war deals with everyday life and how they live with resolving their conflict in their home country.

The Guernica Workshop brought the pupils together through modern art. All pupils shared canvasses and created works inspired by the theme of peace. The sequence of workshops were well programmed and logically presented, at an age appropriate level. However, some pupils found the Communication Workshop more challenging than the Testimony by a Political Refugee Workshop and the Guernica Workshop. This may have been because on the day of the Communication Workshop the weather was extraordinarily hot.

‘I found out that the war isn’t over in Messines because there are shells scattered all over the place’. Pupil, Herne Bay High School.

‘As an Ambassador for my school I spoke and discussed WW1 with diverse groups’. Pupil, Herne Bay High School.

‘I found it a great experience to meet new people and learn at the same time’. Pupil, Oasis Academy.

‘Mixing with Nationalities was perfect. It was an insane experience’. Pupil, Oasis Academy.

‘We actually learned in an environment where this stuff actually took place’. Pupil, Thamesview School.

‘It is a special key to keep the world at peace’. Pupil, Thamesview School.

‘Football can help people communicate without words’. Pupil, Maidstone Grammar School for Boys.

‘It helped me learn about other countries and their cultures’. Pupil, Maidstone Grammar School for Boys.

Relaxation in the Communication Workshop

All participants benefitted from the workshops, they displayed mature views around the conflict resolution subject and displayed their full commitment in participation

 All participants will experience a range of activities documented in the First World War, football, cricket, rugby and cycling, they will discover through play – a universal language of peace.

There were sports activities every day at the GPGs. The games were introduced by a re-enactment of the actual words recorded at one of the 1914, Christmas Truces. A group of mixed pupils recited the words in torch-light on the eve of the first camp night over a make-believe trench in the middle of Flanders Field. All the pupils were mesmerised by the spoken words and some were visibly affected by the sentiments shared between soldiers over 100 years ago.

‘I have always known about the Football & Peace Project so I knew how sports can bring people together so it just strengthened my opinions’. Pupil, Herne Bay High School.

‘It was fun to play with the Germans and Belgians because it made me think about the war’. Pupil, Herne Bay High School.

‘Yes I felt differently about football because where we did the sports over 150,000 bodies were scattered’. Pupil, Oasis Academy.

‘We take for granted our boots, kit…… everything we have we should appreciate that as 100 years ago we would have been at war’. Pupil, Oasis Academy.

‘I discovered I like cricket’. Pupil, Thamesview School.

‘I did feel different because people in trenches played the same games as us’. Pupil, Thamesview School.

‘It shows football should be about people and not be about the money’. Pupil, Maidstone Grammar School for Boys.

‘Global Peace Games is a common interest that brings cultures together’. Pupil, Maidstone Grammar School for Boys.

There were no recorded drop out in terms of participation numbers in the sports activities. As recorded in the above-mentioned quotes the evidence suggests that the pupils felt an emotional response playing games on Flanders Peace Field. Indeed, a sense of self learning is apparent when discovering the universal language of peace through play.

Cycling across Messines

 All participants will understand the value of tolerance, humanitarianism and friendship without prejudice.

Tolerance, humanitarianism and friendship, is summarised in pupils comments, these can be found in Appendix 2. Throughout the GPGs there were no serious behaviour issues. All pupils quickly made friends, participated and interacted on all activities. On the first day of the GPGs within the first hour of meeting at Flanders Field the young people took it upon themselves to lay jumpers down for goal posts and play football. This act was totally unsolicited and improvised by young people only.

At the formal introduction on the first day at camp each school introduced themselves by performance (Belgians), presentation (English) and social interaction (Germans).

‘Cross curricular learning is so important and one that we have enforced and this project further proves the need’. Paul Farrant, School Project Leader, Herne Bay High School.

‘From the first day pupils were playing from different countries. They see sport as a bridge and see how it was used as a bridge for peace’. William Bright, Sports Teacher, Oasis Academy.

‘It was good to see the students mixing internationally as well as within countries’. Rebecca Money, History Teacher, Thamesview School.

‘The context – historical and global – was perfect. The MGS boys responded very well to the International experience & gained enormous insight into WW1 and were able to empathise with the young players of 100 years ago’. Liz Van Mol, History Teacher, Maidstone Grammar School for Boys.

Participants had a greater understanding of the values of tolerance, humanitarianism and friendship without prejudice as witnessed on the last day of the GPGs. There was an air of sadness and some tears were shed when pupils and staff said there good byes. The whole atmosphere of the campsite was clearly one of happiness and joy. Self-learning was evident on a wide scale recorded in the pupils feedback forms and captured on film.

Rugby Line out Practice

MEDIA

NCFA’s GPGs press release template (see appendix 4) was distributed to all the school’s teachers which achieved its local media, press and radio targets. Features in The Kent Messenger Regional Papers, KMFM and uploads on the Football & Peace website, which encouraged an upsurge in online traffic, see graphic on page 8.

NCFA Press Release was accessible via the Football & Peace website, it featured all the participating English schools logos.

CONCLUSION

Commemorating the Centenary of the First World War and celebrating Peace through the Christmas Truces, inspired the unique GPGs. The GPGs ultimate aim to inspire peacemakers of the future and lay the foundations for an annual young people’s International event, was an ambitious and rewarding pilot project.

Funded by Erasmus+, all the partners were up against a tight budget and stringent deadline to deliver the project. The logistics of organising schools from three different countries without impinging upon their respective schools’ calendars was achieved with good communication and good organisation.

The NCFA’s role to recruit four English schools met the GPGs criteria. The NCFA encouraged the school’s head teachers to select 5 ambassadors that would represent their school. This was a success with each pupil behaving and performing in a mature manner which was considered by staff, above and beyond their years. All the schools’ ambassadors and the schools’ teachers, were informed about their role at the GPGs and how that role is linked to the Peace Fields Project.

The GPGs clearly brought a diverse selection of young people together; the GPGs enabled all participants to express themselves, research their heritage and to a degree take ownership for future years of commemoration.

The social inclusion factor, documented in the summary of the pupils feedback forms, demonstrated that all the participants, regardless of gender, shape, size, academic or sporting achievements, came together in Flanders Field for a once in a lifetime experience.

Pupils’ feedback through a range of comments highlighted the need to continue the GPGs programme. Young people found a heritage connection in their community, family, school and important links with fellow schools across Europe, to the First World War. They were reminded that the young people of 100 years ago represented the exact same communities which they themselves have come from.

As a pilot project the GPGs discovered areas of the programme that excelled beyond expectations and areas of the programme that need improvement.

Illustrated in the pupils and teachers feedback, areas where the GPGs excelled were in all sports activities, workshops, tours to museums and memorials. The feel good factor amongst young people formed friendships which have continued long after the event with many of the pupils reporting that they still keep in touch with their Belgium and German friends.

Witnessed in the short GPGs film was the importance of education (see online www.childrensfotballalliance.com). Through guided discovery, pupils were provided with access to real life history and inclusive sports, which proved that intergenerational relationships are very important when maintaining respect and building intergenerational trust. Many young people discovered a sense of remembrance and began to understand why it is important to older and future generations. Conversely, many mature people found the interaction with younger people refreshing and enlightening in terms of context and how sport can be a passage to peace.

The GPGs film documents young voices 100 years on from the First World War. It illustrates that the language may have changed, politics has changed and indeed to a degree, history has changed – however, what is clear is that sport remains as important in communities around the world now as it was then; in particular as a force for good in times of hardship. The film captures a new generation questioning their history and learning from their research.

The GPGs celebrated friendships around the campfire on the last night and in the spirit of the Christmas Truces, pupils spontaneously burst into song, with the language of music unifying Belgium, England and Germany. There were many aspects of the GPGs which were not programmed, spontaneous singing, camaraderie and friendly banter, were some examples that echo the sounds of the young soldiers 100 years ago in the same fields.

The GPGs featured a number of children that had never experienced going abroad. In fact, one pupil had never been given the opportunity to travel outside of Kent.

This proved to be a unique event with many of the sports facilitators saying that it was the first of its kind. It was clearly very popular in terms of attendance and the feel good factor was evident in the celebration of peace through play.

Many young people consider football and sport differently now that they have participated in the GPGs. They found time to consider how they felt about sport in the context of the Christmas Truces and the role sport played in the First World War. A major factor to the success of the GPGs was that it was not mandatory. The participants volunteered to take part; it was indeed over-subscribed and unfortunately there were not enough places to meet demand. In essence, the GPGs reached out to a generation and offered them the unique opportunity to discover their heritage at home, abroad and make friends for life – Peace Makers for the Future.

Appendix

1. As part of the National Children’s Football Alliance (NCFA) GPGs Evaluation it was agreed with the Peace Village to document the activities on film. It is hoped that the short film would complement the report; the film would be utilised for supporting further funding applications. The NCFA funded the GPGs pre-production, production and post-production film costs. Peace Makers for the Future film can be viewed at www.childensfootballalliance.com

2 Pupils Feedback Forms, summary.

Global Peace Games Pupils Feedback Forms Summary 100% returned their forms.

A. Please tick Yes No Was the Global Peace Games an enjoyable experience? 20 0 Please explain why? ‘It was a very enjoyable trip with AMAZING activities and workshops’

B Please tick Yes No As an Ambassador do you feel you represented your 20 0 school to the best of your ability? Please explain why? ‘I tried my hardest in all of the things we have done even if I originally didn’t know how to play them’

C Please tick Yes No Was the Global Peace Games well organized in terms of 19 1 planning? Please explain why? ‘Yes, everything worked well and all slotted together’

D Please tick Yes No Did you learn anything new about the First World War? 20 0 Please explain what is was? ‘Yes, I learnt about the mines and craters in and around Messines. Also how people are killed due to unexploded bombs in Messines’

E Please tick Yes No Did you do anything new at the Global Peace Games that 18 2 you have never done before? Please explain what it was and whether or not you enjoyed? ‘The two seated bike. I enjoyed it because it was extremely funny’

F Please tick Yes No Did the Global Peace Games enable you to learn from 20 0 your foreign colleagues? Please explain? ‘Yes. I learnt about their lives, traditions and languages’.

G Please tick Yes No Did the Global Peace Games make you think or feel 15 5 different about football and sport? Please explain how? ‘It was fun to play with the Germans and Belgians because it made me think about the war’ ‘I understand that sport is a key factor in the peace games but it wouldn’t change my view’

Outstanding Good Satisfactory Un satisfactory H. Please rate the success of the Project according to the following criteria: How did you find the GPG accommodation - tents 3 12 5 How did you find the food 9 11 How did you find the facility – toilets, etc. 8 4 7 How did you find the NCFA organizers 13 7 How did you find the GPG / PEACE VILLAGE organizers 9 11 Quality of activities. 8 11 1

I Please tick Yes No Did you enjoy the activities? Please explain which one 20 was your favorite and why? ‘I enjoyed all the history based activities’

J Please tick Yes No Did you enjoy the workshops? Please explain which one 20 was your favorite and why? ‘I really liked the graffiti workshop to express peace, war and remembrance by doing it with your friends’

K Please tick Yes No As an Ambassador will you be lobbying your school to 19 1 twin your school playing field / play area with Flanders Peace Field? Please explain why? ‘I will be asking our Head Teacher to twin with Flanders it is such a good cause and many people should remember WW1’ ‘I do not really understand how to’ L Please tick Yes No Will you be using the Football & Peace website 20 http://www.childrensfootballalliance.com/football- and-peace/ to record you Global Peace Games experience? Please explain why? ‘I would like to keep in contact’

English Teachers Feedback.

Outstanding Good Satisfactory Un satisfactory Please rate the success of the Project according to the following criteria: How did you find the GPG accommodation - tents 1 3 How did you find the food 2 2 How did you find the facility – toilets, etc. 1 3 How did you find the NCFA organizers 1 3 How did you find the GPG / PEACE VILLAGE organizers 1 3 Quality of activities. 1 2 1

Appendix 3

3. Remembrance Questionnaire for pupils: Remembrance – Herdenking – Erinnerung

Please fill out these questions with your group. Each group has to consist of people from the three countries. Please write down the names oft eh people taking part: ……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

1. Do you see any national symbols (flags, name of country, etc.)? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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2. Which are the dominant colours? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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3. Which kind atmosphere dominates the cemetery? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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4. Do you see any art? Anything special? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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5. How many people are usually buried beneath each headstone or cross? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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6. Do graves get a cross or a headstone? What is on there? Anything unique? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

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7. What kind of trees or flowers do you see? Anything special? a. Langemark German Cemetery

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b. Tyne Cot Cemetery

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c. Militaire Belgische militaire begraafplaats Houthulst

Appendix 4

Press Release

Kent schoolchildren to represent England at The Global Peace Games

September 2014

TWENTY key stage 3 pupils from Kent will represent England at The Global Peace Games in Belgium from September 16 to 21.

Hosted by the Peace Village in Messines, the event will bring young people across Europe together with the aim of creating peace makers of the future.

The National Children’s Football Alliance (NCFA) has selected 20 ambassadors from Herne Bay High School, Herne Bay, Maidstone Grammar School for Boys, Maidstone, Oasis Academy, Isle of Sheppey, and Thamesview School, Gravesend.

Funded by the European Union, the games will provide a platform for the Kent ambassadors to help form and lay the foundations for twinning their respective school playing fields with Flanders Peace Field, site of the World War One Christmas Truces when German and Allied soldiers stepped out of their trenches and momentarily escaped the horror of war by playing football with a ball and jackets for goalposts.

Schoolchildren from England, Belgium and Germany will visit a number of significant battle sites and take part in international games and forums, debating the role of sport at home, in the community and at war.

NCFA director Ernie Brennan said: “This is a once in a lifetime experience for young people to help form a lasting legacy in the 100 years commemoration. Playing football games on the most poignant field in the world will inspire young peace makers of the future and we should never forget the essence of playing football in its simplest form.”

The Peace Field Project aims to twin 100 schools in South East England with Flanders Peace Field to commemorate World War One and celebrate peace. The project enables children and communities to learn about their heritage, which the centenary provides, through engagement in a comprehensive programme of activities, culminating in a commemoration event where school playing fields will be designated as Peace Fields.

For more information about the Peace Fields Project and how your school can twin their playing areas with Flanders Peace Field visit www.childrensfootballalliance.com