THE GORDON HIGHLANDERS Great War Tapestry

Ideas for planning a structured programme of learning and teaching, in collaboration with The Gordon Highlanders Great War Tapestry and The Gordon Highlanders Museum

THE GORDON HIGHLANDERS Great War Tapestry

• Tapestry details: Photographs by David, Activity Agreement

Introduction The purpose of this document is to provide As well as providing a useful planning tool for teachers with ideas for planning an integrated, any primary or secondary teacher planning a structured, cross–curricular, interdisciplinary programme of work around The Great War, it programme of learning and teaching about The adds a local context to this period of history. Great War through connecting with The Gordon The local context of this project adds to the Highlanders Great War Tapestry and The Gordon learning experience making it easier for pupils Highlanders Museum. to relate to.

The Gordon Highlanders Great War Tapestry The document also includes useful links to other provides a stitched visual which can be used resources, materials and outside agencies that to support learning across all resource areas of could be used to assist teachers in the planning Curriculum for Excellence. and delivery of a programme of work.

This document identifies the experiences and outcomes as identified within the Curriculum for Excellence framework.

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• The Gordon Highlanders Great War Tapestry: Photograph: by Mike Davidson at Positive Image Photography

The Gordon Highlanders The Central panel depicts The Gordon Highlanders Cap Badge including the regimental motto – Bydand Great War Tapestry (‘steadfast’). The Circle surrounding the cap badge The tapestry was designed by Andrew Crummy represents the campaign medals: Pip (1914 Star and designer of The Great Scottish Tapestry. The three 1914-15 Star), Squeak (British War Medal 1914 - 1920) panels were stitched by a group of volunteers from and Wilfred (Victory Medal 1914 - 1918). The circle Aberdeen and Huntly to commemorate the regiment also acknowledges the Dead Man’s Penny, a large and their contribution to The Great War. The tapestry bronze coin which was presented to the families of begins with the raising of the regiment by Duchess fallen service men. In the four corners are stitched Jean 200 years ago, to serve at the battle of Waterloo. representations of the Victoria Crosses awarded to four Gordon Highlander servicemen who received this The first panel covers the years 1914 – 1916. highest award. Characters represented in this panel are a piper and a young soldier. There are another two young soldiers The third panel covers the period 1916-1918. The playing football identifying the Christmas Truce. Along soldiers depicted offer the chance to discuss changes the top of the panel the North East landscape, a in uniform, kit, development of headwear and military woman appears to be waving goodbye to the men, rank. The tank in the background and the pigeon offers in the bag she holds Sphagnum moss which she is the opportunity to discuss technology. The panel is scattering. Along the bottom are horses, trench guides divided by a deep trench, inspiration coming from and Princess Mary Christmas Tin. To the right of the a painting by local artist Eric Auld. The North East panel the development of gas masks is depicted; the landscape is represented again in the background sky is full of gas. enabling the discussion of environmental factors. Along the top more women are depicted, this time as nurses and factory women, known as canary women, due to the colour their skin turned as a result of inhaling toxic chemicals. Many of the colours used to stitch the background represent the suffrage movement. The final character on the right is a female medic, recognised as one of the last known Gordon Highlanders to serve before the regiment was amalgamated in 2006 into the Royal Regiment of Scotland.

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Expressive Arts Art and Design

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I have the freedom to • Use objects to make • Use objects depicted in the tapestry such as soldiers’ boots, discover and choose patterns. fabric from uniforms, ammunition as objects to print with. ways to create images • Use old objects to • Dress up as a character from The Great War Tapestry, take a and objects using a make something new. photograph and send as a postcard. variety of materials. • Use objects that are being thrown out – plastic wrappers, EXA 0-02(a) cartons, yoghurt tubs, paper to make an object (only items that are no longer needed and being thrown out can be used to create the object).

Music

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I have the freedom to • Create rhythm to • Listen to pipes and drums of the highlanders and create a march use my voice, musical travel around a space. for the group using rhythm and sounds. instruments and music Use sound to explore • In groups pass messages using signs and sounds to communicate technology to discover feelings. with group members. Use this code to move from one place to and enjoy playing with • Use sound to another. sound and rhythm. communicate EXA 0-17(a) instructions.

Drama

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I have the freedom to • Explore characters • Talk about the piper in the panel. Who is he, why was he needed choose and explore through movement and what does he sound like? Interview him to find out more how I can use my and voice. about what it was like to do this job. voice, movement and • Use movement and • Discuss other characters in the panels to explore their jobs expression in role play voice to explore and roles, What did they do, how do they feel, how do they and drama. characters roles in play move in their jobs and environment? How do their actions and EXA 0-12(a) and drama. movements affect the story?

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Art and Design

First, Second, Third and I Can… Possible Learning and Teaching strategies/activities within the Fourth Level experiences context of The Gordon Highlanders Great War Tapestry

I can respond to the • Discuss my thoughts • Through observing The Gordon Highlanders Great War Tapestry work of artists and and feelings in and learning about how it was created, create your own panels. designers by discussing response to the work This could be for yourself or, a school or class. my thoughts and of artist and designers. • Explore other textile banners and how they were used to promote feelings. • I can create my own and educate people about issues and agendas of peoples and artwork as a response communities. I can give and accept to the artwork of • Look at war artists and how they use their art form to tell stories constructive comment others. and educate people about an event or period of time. on, my work and others’ • I can present my work. • Explore artwork created during The Great War. Trench art, work, discuss it and EXA 1-07(a) EXA stitched postcards, Sweetheart pin cushions. Create your own receive and act on objects using these as sources but using modern day items, 2-07(a) EXA 3-07(a) constructive criticism. contemporary upcycling. • I can select and use • Art as rehabilitation. Try to create your own artwork while I can analyse art and media in appropriate blindfolded. This could be blind portrait drawing using the sense design techniques, ways to express my of touch to draw someone, or a still life. processes and concepts, ideas. make informed • Create an artwork to inform and educate people about an issue judgements and express that you feel is relevant to you. considered opinions on my own and other’s work. EXA 4-07(a)

• Detail of Gas: Photographs by David, Activity Agreement

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Numeracy and Mathematics

Patterns and Relationships

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I have spotted and • Use colours and • Create a repeat pattern by printing or make a collage with objects explored patterns in numbers to make a found in nature. my own and the wider pattern. • Design your own tartan. environment and can • Make an image from • Great War Tapestry Jigsaw. Print out an image of the tapestry copy and continue these many smaller images. and ask the children to reassemble. and create my own patterns. MTH 0-13(a)

Angle, Symmetry and Transformation

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

In movement games and • Identify simple shapes • Outdoor activity of counting eg. when I count to five. With your using technology I can and name them friends make a circle, square end with a triangle. How many use simple directions correctly. people do you need to make each shape? and describe positions • Make shapes with • Differentiate groups: groups move quickly, slowly, jump, hop MTH 0 -17(a) others by following etc Measure the difference in distance. Use numbers to change simple directions and direction, movement, do a star jump etc. technology. • In groups use a torch to communicate with each other.

Number Money and Measure

First and Second I Can… Possible Learning and Teaching strategies/activities within the Level experiences context of The Gordon Highlanders Great War Tapestry

Through exploring • Create a pattern • Examine the kilts of the soldier’s uniform. The kilts are created number patterns, I using simple number using a mathematical sequence. Create your own number can recognise and sequences. sequences to develop your own tartan. This could be through continue simple number • Develop my pattern simple numeracy skills to mix colours or decide on the colours. sequences and can using new number • Using the kilts as the basis for learning use the methods of explain the rule I have sequences and explain weaving and laying down of strings to further develop numeracy applied. how I have applied this skills. MTH 1 -13(b) to my pattern. • Design and create a new kilt using numeracy skills. How many • Develop my own materials will you need to make a kilt, how much will this cost Having explored more numeracy skills to etc? complex number extend patterns I have patterns I can explain the created and explain rule used to generate the the rules applied. sequence, and apply it to extend the pattern. MTH 2-13(a)

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• Detail of kilt: Photographs by David, Activity Agreement

Shape Position and Movement

Third and Forth I Can… Possible Learning and Teaching strategies/activities within the Level experiences context of The Gordon Highlanders Great War Tapestry

When considering how • Source, compare • Design develop and create a business plan to approach to spend my money, I and contrast different financiers, to support the creation of a new kilt design and can source, compare contracts and services manufacturing company. Write and present your business plan at and contrast different to develop a business a Dragon’s Den style event. contracts and services, plan. discuss their advantages • Discuss the and disadvantages, and advantages and explain which offer best disadvantages of value to me. source materials MNU 3-09(a) to make informed choices. I can discuss and • Illustrate facts and illustrate the facts I determine affordability. need to consider when • Discuss credit and determining what I debt and demonstrate can afford, in order to my ability to manage manage credit and debt this responsibly. and lead a responsible lifestyle. MNU 4-09(a)

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Sciences

Biological Systems

Early and First Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can identify my senses • Use smell to identify • What’s inside the box? Use different senses to identify objects. and use them to explore where I am. • Scratch and sniff, describe what you smell. the world around me. • Use touch to identify • Pot luck lunch, ask everyone to bring in a snack you think your SCN 0-12(a) objects. friends will not have tried. Eg Mum’s special pasta. Discuss smell • Use taste to and taste. What does this food make you think about? I have explored my experience new senses and can discuss • Explore an environment wearing different glasses: Use special flavours. their reliability and glasses that simulate disabilities, gas mask, blindfold, discuss limitations in responding • Use sight to explore feelings and compare what you see. to the environment. my environment. • Blind walking: In pairs one person leads another blindfolded SCN 1-12(b) • Use sound to person around a space. Talk about the John Singer Sargert understand my painting Gassed. environment. • Chinese whispers: You are a character in the tapestry, pass a message from one person to the next person. As the game progresses introduce background noise. Compare the results.

Materials

Second Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

Having explored the • Can name the layers of • Go on an outdoor foraging adventure with a local ranger. substances that make up the earth. • Make a first aid kit/ personal hygiene kit using only natural the Earth’s surface, I can • Name natural substances. compare some of their substances that • Build a den in an outside environment using natural found characteristics and uses. are found on the objects. SCN 2-17(a) Earth’s surface, and discuss their healing properties. • The dangers of mistaking natural materials as good for you.

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Materials

Third Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I can participate in • Can identify natural • Go on an outdoor foraging adventure with a local ranger. practical activities resources found on the • Make a first aid kit/ personal hygiene kit using only natural to extract useful Earth’s surface. substances. substances from natural • Participate in activities • Conduct simple experiments to create face creams, soaps. Make resources. to extract useful a natural healing product from natural ingredients. Where are the SCN 3-17b substances from ingredients naturally found. Discuss the possible environmental natural resource. impacts of the products you have made.

Forces, electricity and waves

Fourth Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

Using my knowledge of • Use my skills and • Communication failure during The Great War resulted in huge electronic components knowledge to help loss of life. 100 years ago the technology we have today had and switching devices, engineer an electronic not yet been developed. Using simple technology and limited I can help to engineer system. resources develop a signalling system to communicate. an electronic system • Can use my • Using limited resources and materials develop a solution to a real to provide a practical knowledge and skills life situation. Explore the environmental technology companies solution to a real life to provide a practical Bare Conductive and Tech Will Save Us to source materials and situation. solution to a real life generate ideas. SCN 4-09(c) situation.

• Gas detail: Photographs by David, Activity Agreement

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Technologies

ICT to Enhance Learning

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I enjoy exploring and • Use technology to • Using signs, sounds and technology to move around a room using technologies to communicate with avoiding danger spots. One leader uses signs, sound, technology communicate with others others. to form and move group around a space. within and beyond my • Use technology to tell • Create a code to pass messages to each other eg, dot–dot–dash. place of learning. people about what I • Use digital technology to create a message and send. Who is the TCH 0-04(a) have been doing. message for and what is the purpose of the message. • Use technology I enjoy taking • Track all work using photographs and film and create a to compare my photographs or newsletter. environment with recording sound and others past and images to represent my present. experiences and the world around me. TCH 0-04(b)

ICT to Enhance Learning

First and Second Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can create, capture • Use technology to • Research a character in the tapestry. Using technology create a and manipulate sounds, communicate with short film, animation, power-point, vimeo or photo-peach to tell text and images others. that persons story. to communicate • Use technology to tell • Develop a QR code to explore the Gordon Highlanders and The experiences, ideas and people about what I Great War. information in creative have been doing. • Create a blog, facebook page, tweet about the characters and and engaging ways. • Use different software where tell their story. TCH 1-04(b)/ TCH 2-04(b) packages.

Food and Textiles Contexts for Developing Technological Skills and Knowledge

Third Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

By using problem solving • Show creativity in a • Research a Gordon Highlander’s Great War period uniform, strategies and showing design challenge. Examine the textiles used, the insignia and colours. Compare the creativity in a design • Understand the environment and technology available then and now and design challenge, I can plan, development and a new uniform that is suitable to meet the needs and challenges develop, make and design process textile of the 21st century. evaluate food or textile design and use. items which meet the • Use different software needs at home or in the packages. world of work. TCH 3-11(a)

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• Detail messenger pigeon: Photographs by David, Activity Agreement

Food and Textiles Contexts for Developing Technological Skills and Knowledge

Fourth Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

Showing creativity and • Show creativity in a • Research a Gordon Highlander’s Great War period uniform. innovation, I can design, design challenge. Examine the textiles used, the insignia, colours. Compare the plan and produce • Understand the environment and technology available then and now and design increasingly complex development and a new uniform that is suitable to meet the needs and challenges food or textile items design process textile of the 21st century. which satisfy the needs design and use. of the user, at home or in • Use different software the world of work. packages. TCH 4-11(a)

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Social Studies

People. Place and Environment

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I have experimented • Use modern day • Travel around the space. In groups move quickly, slowly, jump, with imaginative ways objects to explore the hop etc measuring the difference in distances travelled. such as modelling and past. • Create a repeat pattern by printing or collage with found objects drawing to represent • Explore my found in nature. the world around me, environment to create • Dress up in period costume, photograph and send a postcard the journeys I make and designs and patterns. the different ways I can • Use objects that are being thrown out – plastic wrappers, travel. cartons, yoghurt tubs, paper to make an object. Only items that SOC 0-09(a) are no longer needed and being thrown can be used to create the object.

People, Society, Economy and Business

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I make decisions and • Work with others • Explore an environment wearing different glasses: Special take responsibilities in showing responsibility glasses that simulate disabilities, Gas mask, Blindfold. Blind my everyday experiences and consideration. walking. In pairs one person leads another blindfolded person and play, showing around a space. consideration for others. • Outdoor activity of counting eg. “when I count to 5, I want you to SOC 0-17(a) make a circle/ square/ triangle with your friends.” • Using signs, sounds and technology to move around a room avoiding danger spots. One leader uses signs, sound, technology to form and move group around a space.

People, Past Events and Societies

First Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

Having selected a • Discuss the • Create a timeline using the tapestry images to discuss significant significant individual from significance of moments in the regiment’s history. the past, I can contribute Duchess Jean. • Look at military cap badges and medals and design and make to a discussion on the • Discuss the role of The your own. Hold an awards ceremony. influence of their actions, Gordon Highlanders then and since. during The Great War. SOC 1-06(a)

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People, Past Events and Societies

Second Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can compare and • Compare the • Explore what a school would have been like. Have a time travel contrast a society similarities and day in class. To explore what teaching would have been like. in the past with my differences of society • Have a technology amnesty day. How will you communicate with own and contribute between The Great each other? No TV, radio, computers allowed. Compare this with to a discussion of War and now. how you communicate today. the similarities and differences. SOC1-04(a)

People, Past Events and Societies

Third Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I can use my knowledge • Discuss the impact • Interview Vera Brittain. Watch or read ‘Testament of Youth’. of a historical period to of The Great War on • Interview women present in the tapestry panels. interpret the evidence characters represented • Explore what a school would have been like. Have a time travel and present an informed in the tapestry. day in class and explore what teaching would have been like. view. • Use source materials • Have a technology amnesty day. How will you communicate with SOC 3-01(a) to research ideas. each other? No TV, radio, computers allowed. Compare this with • Draw valid conclusions how you communicate today. • Give reasoned and justified viewpoints.

People, Past Events and Societies

Fourth Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can present supported • Discuss the impact • Watch or read ‘Testament of Youth’ explore nursing and medical conclusions about the of The Great War on care then and now in areas of conflict. Using Hot Seating social, political and characters represented techniques interview Vera Brittain. Compare the learning from this economic impacts of a in the tapestry. research to interview an army medic or NHS nurse working today. technological change in • Use source materials • Discuss the role of communication technology in the Great War. the past. to research ideas. Have a technology amnesty day. How will you communicate with SOC 4-05(a) • Draw valid conclusions each other? No TV, radio, computers allowed. Compare this with how you communicate today. • Give reasoned and justified viewpoints. • Using the tapestry as source images discuss the use of gas and the development of the gas mask. Other objects in the panels to discuss are trench map designs and how the trenches were dug, tanks and artillery the rapid development of these as a consequence of war.

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Literacy and English

Listening and Talking

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I enjoy exploring events • Talk about soldiers and • Form an army or create a new campaign movement. How do you and characters in stories medals. get people to join your movement, campaign or army? Duchess and other texts and I use • Speak about Jean enlisted men across the North East to form the Gordon what I learn to invent my characters in The Highlanders. The army was needed to fight for King and Country own, sharing these with Great War. against Napoleon at Waterloo. She did this by offering a Kings others in imaginative shilling and a kiss. ways. • Women in the panels. Discuss Duchess Jean, women at home, LIT 0-09(b)/LIT 0-31(a) nurses, munition workers and the female soldier. Who would you be? • Soldiers were awarded military’s highest award, the Victoria Cross. What sort of soldier would you be? Design and make your own medal. Run an awards ceremony in the class.

Listening and Talking

First Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I am exploring how pace, • Use pace, gesture, • Write a poem exploring how you feel as one of the characters in gesture, expression, expression to engage the tapestry, Duchess Jean creating an army, a soldier going in emphasis and choice others. to battle, a woman left at home as men go off to war. Present this of words are used to • I can use the correct into the class. engage others, and I can words to express and • Create a sensory poem using the sounds and smells that you use what I learn. share my learning. would find in war and share it with the class. ENG 1- 03(a) • Make a newsreel about experiences in the war. Look at different characters, women, soldiers in the trenches, Christmas, etc.

Listening and Talking

Second Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can recognise how • Understand how I • Duchess Jean formed the regiment by offering men a King’s the features of spoken can use my voice to shilling to enlist. Write a manifesto to convince people to join your language can help in communicate different team. Hold an class election. communication, and I instructions and • Women in the panels. Discuss Duchess Jean, women at home, can use what I learn. meanings. nurses, munition workers and the female soldier. Who would you be? • Speak about • Soldiers were awarded military’s highest award, the Victoria I can recognise different characters in The Cross. What sort of soldier would you be? Design and make your features of my own and Great War. own medal. Run an awards ceremony in the class. others’ spoken language. ENG 2-03(a)

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Listening and Talking

Third Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

When I engage with • Engage with others • Duchess Jean formed the regiment by offering men a King’s others, I can make a to make a relevant shilling to enlist. Write a manifesto to convince people to join relevant contribution, contribution to a support your campaign. encourage others campaign. • Hold a vote and evaluate the findings. to contribute and • acknowledging others • Explore TV advertising. Watch an advert with the sound turned acknowledge that they opinions, roles, off, listen to the soundtrack. This could be the whole soundtrack. have the right to hold a responsibilities and For a more detailed exploration listen only to spoken word/ different opinion. contributions. music/ sound effect. Watch the whole advert – compare ideas • I can reflect on and and thoughts. Design a campaign for or against the war. I can respond in ways clarify or adapt my appropriate to my role • Interview women in the panels: Duchess Jean, nurses, munition thinking. and use contributions workers known as Canary Women. How did the role of women to reflect on, clarify or change at this time. Explore the colours in the tapestry. The adapt thinking. colours of the suffrage movement are used frequently. LIT3- 02(a) • Interview the soldiers, explore military rank, explore British class society before The Great War and following.

Listening and Talking

Fourth Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

When I engage with • Engage with others • Duchess Jean formed the regiment by offering men a King’s others, I can make a to make a relevant shilling to enlist. Write a manifesto to convince people to join relevant contribution, contribution to a support your campaign. ensure that everyone campaign. • Hold a vote and evaluate the findings. has an opportunity • acknowledging others • Explore TV advertising. Watch an advert with the sound turned to contribute and opinions, roles, off, listen to the soundtrack. This could be the whole soundtrack. encourage them to take responsibilities and For a more detailed exploration listen only to spoken word/ account of others’ points contributions. music/ sound effect. Watch the whole advert – compare ideas of view or alternative • I can reflect on and and thoughts. Design a campaign for or against the war. solutions. clarify or adapt my • Interview women in the panels: Duchess Jean, nurses, munition thinking. I can respond in ways workers known as Canary Women. How did the role of women appropriate to my change at this time? Explore the colours in the tapestry. The role, expanding on colours of the suffrage movement are used frequently. contributions to reflect • Interview the soldiers, explore military rank, explore British class on, clarify or adapt society before The Great War and following. thinking. LIT 4-02(a)

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Religious and Moral Education

Christianity

Early Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I am becoming aware • Understand and value • Make your own Princess Mary tin. Who is it for? What would you of the importance of the giving of presents put in your tin? celebrations, festivals during Christian • Make a gift to support a charity, (food parcel etc) Take part in a and customs in Christian festivals. charity event: children in need, sport relief etc. people’s lives. • Understand the • Positive messages, and random acts of kindness activities. RME 0-03(a) importance of Leave a nice message for someone you do not normally play friendship and with. Share a snack etc. forgiveness.

Christianity

First Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I can describe the key • Describe the value the • Talk about the Christmas Truce and laying down of arms. features of the values of of Christianity. Interview the footballers. Interview characters on Christmas Eve Christianity which are • Talk about stories and 1914 and again on Christmas Day 1914. expressed in stories. Christian values. • Make a gift to support a charity (food parcel etc,) Take part in a RME 1-02(b) charity event: children in need, sport relief etc. • Make and send a Christmas card to a soldier.

Christianity

Second Level I Can… Possible Learning and Teaching strategies/activities within the experiences context of The Gordon Highlanders Great War Tapestry

I can share my • I can share my • Talk about the Christmas Truce and laying down of arms. developing view about understanding about Interview the footballers. Interview characters on Christmas Eve values such as fairness values, such as 1914 and again on Christmas Day 1914. and equality and love, fairness and equality. • Make a gift to support a charity (food parcel etc,) Take part in a caring, sharing and • I can share my charity event: children in need, sport relief etc. human rights. understanding about • Make and send a Christmas card to send to a soldier fighting on RME 2-02(b) values such as love, the front line. Make a response to the card. Consider how this caring, sharing and makes you feel and how the person the card is for may feel when human rights. they receive it. • Look at propaganda posters and design a poster to promote something you feel passionately about.

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Christianity

Third Level experiences I Can… Possible Learning and Teaching strategies/activities within the context of The Gordon Highlanders Great War Tapestry

I am developing my • I can share my • Discuss women’s issues in relation to The Great War. Explore the own understanding of understanding about suffrage movement and roles of women during the great war. values such as honesty, values, such as • Explore the nursing movement and the roles of nurses in The respect and compassion honesty, respect and Great War. Compare with the nursing of today and injured service and am able to identify compassion. men and women. how these values might • I can identify how • Look at propaganda posters and design a poster to promote be applied in relation to these values might be something you feel passionately about. How political systems moral issues. applied in relation to use media to gain support for their beliefs. RME 3-09(b) moral issues.

• Detail of nurses: Photographs by David, Activity Agreement

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Resources to support activities and learning

Local Organisations Literature

Aberdeen City Council: Art Galleries and Museum – War Horse Education Team Journeys End • Creative Learning Team All Quiet on the Western Front • City Archives • Central Library Testament of Youth • Rangers Service Monologues for Young People The Gordon Highlanders Museum War Poets- Wilfred Owen, Siegfried Sassoon The Great War Boys Roger, Sausage, Whippet A Miscellany Of Trench Aberdeen Urban Studies Trust Lingo From the Great War Aberdeen Performing Arts – Creative Learning Team Oh What A Lovely War Belmont Cinema – Education Team Peacock Visual Arts – Printmakers Websites University Special Collections and Public Engagement BBC - Schools Online World War One www.bbc.co.uk/schools/worldwarone/index1.shtml Techfest Historypin Apple Store https://www.historypin.org/en/ Grays School of Art 14-18 Now – Make – 17 Belmont Street www.1418now.org.uk/letter/ BBC – Your Paintings National Organisations http://artuk.org/discover/artworks/ http://www.educationscotland.gov.uk/ National Piping Centre scotlandshistory/20thand21stcenturies/worldwarone/ www.thepipingcentre.co.uk http://www.educationscotland.gov.uk/ Scottish Culture and Traditions higherscottishhistory/impactofthegreatwar/ www.scottishculture.org/ Imperial War Museum www.iwm.org.uk/ National Gallery of Art: Paul Nash, Singer Seargent, James McBey www.nationalgallery.org.uk/ Heritage Lottery Fund www.hlf.org.uk BBC – Peoples Paintings

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