LINKING REMEMBRANCE WITH CALLS FOR PEACE
LOWER PRIMARY
1. Exploring symbols
Warm-up discussion
Ask: ‘What is a symbol?’
Say: ‘A symbol is a picture or object that stands for something else.’
Show a heart and ask: ‘What does this stand for?’ (Love)
Show a stop sign and ask: ‘What does this mean?’ (Stop)
Let students suggest their own ideas.
2. Show and tell
Show symbols from the worksheet matching activity (eg, poppy, cross, dove).
Ask:
• ‘What do you see?’
• ‘What do you think it means?’
• ‘Where have you seen this before?’
3. Matching game
Students cut out the symbols and their names and match them up on their desk/tabletops (don’t glue them yet). Students then paste them into the boxes next to their explanation on the table. This activity can be completed in pairs or small groups.
Resources
Cut and match symbols and names handout
Catholic symbols table
Secular symbols table
4. Understanding important words for ANZAC Day
Instructions for teachers:
• Introduce each word one at a time.
• Show the visual aid while giving the child-friendly explanation.
• Ask students to repeat the word and share an example of where they’ve seen or heard it.
• Use the words in a ‘Word wall’, matching game, or guided discussion.
Vocabulary words and their meanings:
• Secular
Explanation: Not about God or religion – about people and places
Visual aid idea: A picture of a school or a flag
• Religious
Explanation: About God, prayer, or believing in something special
Visual aid idea: A church or someone praying
• Catholic
Explanation: People who follow Jesus and go to Mass at church
Visual aid idea: A crucifix or stained glass window
• Commemoration
Explanation: A special way of remembering something important
Visual aid idea: A candle or picture of a ceremony
• Remembrance
Explanation: Thinking about someone or something we don’t want to forget
Visual aid idea: A poppy or photo album
• Peace
Explanation: Calm, safe and kind — when people are not fighting
Visual Aid Idea: A dove or children holding hands
Optional activity ideas
• Memory match: Match the word to the picture and explanation.
• Word hunt: Use picture books or short videos and have students listen for and identify these words.
• Draw the word: Let students draw their own picture for each word after discussion.
4. Draw the word
Ask: ‘Which word was your favourite?’
Students choose one and draw what it means to them.
They then share their drawing with a buddy using a sentence:
‘This is a picture of peace. I drew people sharing.’
Extension option: Create a Word wall with the six words and student drawings underneath.
5. ANZAC commemoration bunting
Create ANZAC commemoration bunting using the templates provided. Students work in groups of six. Each group member is given a different flag/pennant picture to colour in and string together. At the end of the activity, the whole class links their bunting together to make one continuous piece of bunting to decorate the classroom, school hall or to use at a commemoration activity.
Materials:
• Cardstock or fabric (red, white, and purple for remembrance; blue and green for peace)
• Paints, markers, or coloured pencils
• Twine or ribbon
• Hole punch or stapler
• Scissors
Design elements for each flag/pennant follow links to pdf worksheets):
• Cross and poppy – A simple cross with a red poppy at the base, symbolising sacrifice and remembrance.
• Dove and olive branch – Representing the Holy Spirit and peace, reinforcing ANZAC Day’s message of reconciliation.
• Eternal flame and cross – Inspired by ANZAC memorials, signifying eternal remembrance and faith.
• Lest We Forget with Psalm 34:14 – ‘Seek peace and pursue it,’ emphasising remembrance and peace.
• ANZAC soldier – the ANZACs were young men, just like the ones in your family
• Southern Cross and Mary, Mother of Sorrows – The Southern Cross represents Australia and New Zealand, while Mary, who mourned Jesus, reflects remembrance.
• Hands in prayer and poppy wreath – A visual of hands in prayer around a poppy wreath, blending faith and commemoration.
• White lily and rosemary sprig – The lily symbolises resurrection and hope, while rosemary is for remembrance.
Assembly instructions:
• Cut bunting shapes (triangles or rectangles).
• Decorate each piece with a symbol using paint, markers, or collage materials.
• Punch holes at the top and thread through twine or ribbon.
• Hang in a school, parish hall, or classroom for ANZAC Day ceremonies.
REMEMBERING WITH FAITH AND PEACE ANZAC DAY
UPPER PRIMARY
1. What symbols do you see?’
Materials: Large, printed bunting examples or images (from earlier activity, see above activity 5)
Display images of symbols used in the lower primary bunting activity.
Ask:
• What do you remember about these symbols?
• Which ones show we are Catholic?
• Which ones are about Australia?
Students sort the symbols into two groups: Catholic and secular (national). See activity in Lower primary section.
Invite pairs to justify their sorting: ‘We placed the dove here because...’
2. Scripture exploration: Psalm 34:14
‘Turn away from evil and do good; seek peace, and pursue it.’
Read the verse aloud together.
Discuss:
• What does it mean to ‘pursue peace’?
• How might soldiers and their families have done this after the war?
• How can we pursue peace at school, in our families?
3. Word webs
Key words: remembrance, commemoration, Catholic, peace, secular
Students choose one key word and create a word web around it using:
• a simple definition
• where they’ve seen/heard it (eg, Mass, ANZAC Day service)
• a drawing or symbol that represents it
• how it connects to Jesus’ teaching
4. Jesus, the peacemaker
Share a short Gospel passage: Matthew 5:9 (NRSV)
‘Blessed are the peacemakers, for they will be called children of God.’
• Ask students to brainstorm ways Jesus promoted peace.
• Link this to soldiers who served with courage, and to those who work for peace today.
• Optional: show a short clip of a peace worker or chaplain who serves in modern conflicts.
Resources
Army Chaplaincy and ANZAC Day - Dcn Gary Stone - Brisbane Diocese
Unpacking an Army Chaplain’s Kit - Dcn Gary Stone (longer) - Brisbane Diocese
Howard Dillon (Australian Army), Army Chaplain from Australian Department of Veterans’ Affairs (End 1:52)
What Catholics Experience in the Military | KnightCast Episode 6 by Knights of Columbus Supreme Council
5. Discussion circle
Prompt questions:
• Why do we remember people on ANZAC Day?
• How can remembering help bring peace?
• What would a Catholic commemoration look like?
• How can we honour the past while building a peaceful future?
Use a talking stick or dove plush toy or ornament to encourage active listening and sharing, following the principles of using wait time, eye contact and respectful disagreement.
6. Peaceful bunting for ANZAC Day
Create a new flag or pennant with a Catholic message of peace and remembrance. Students choose their own symbols (dove, poppy, cross, candle, prayer hands). Include a short prayer, Bible verse, or peaceful message. Combine the class’s new bunting into a display titled:
‘We Remember and Seek Peace’
Useful Bible verses
• Psalm 34:14 (NRSV)
‘Turn away from evil and do good; seek peace and pursue it.’
Encourages us to take action to make peace a reality – just as we remember those who served and sacrificed, we are called to follow Christ’s example of doing good and actively seeking peace
.• John 14:27 (NRSV)
‘Peace I leave with you; my peace I give to you. I do not give to you as the world gives. Do not let your hearts be troubled, and do not let them be afraid.’
A powerful reminder of Christ’s peace amid conflict and fear.
• Isaiah 2:4 (NRSV)
‘They shall beat their swords into ploughshares, and their spears into pruning hooks; nation shall not lift up sword against nation, neither shall they learn war anymore.’
This prophetic vision speaks of a future without war and perfectly aligns with the ANZAC Day hope for peace.
• Matthew 5:9 (NRSV)
‘Blessed are the peacemakers, for they will be called children of God.’
Honours those who strive for peace – even in the midst of war.
Differentiation tips
• Offer simplified definitions or symbol matching for students needing support.
• Allow oral responses or drawing instead of writing.
• Pair students for group tasks and discussion scaffolds.
Reflection question for journals or class prayer:
‘Who do I remember this ANZAC Day, and how can I be a peacemaker like Jesus?’
Extension: Conduct a close reading of the Bible verses for the class and then students respond by writing a short reflection explaining how they relate to Catholic perspectives on peace, not glorifying war, remembrance and ANZAC day.
Close reading questions: peace and remembrance in scripture
• What kind of peace do you think Jesus is talking about in John 14:27?
How is it different from the kind of peace the world gives? Why might this message be important on ANZAC Day?
• Psalm 34:14 tells us to ‘seek peace and pursue it.’
What does it mean to pursue peace? What are some actions we can take – at school, in our community, or when remembering the ANZACs – that show we are living out this verse?
• Look at Isaiah 2:4.
What do ‘swords into ploughshares’ and ‘spears into pruning hooks’ mean? What might this look like today? How is this verse a message of hope for a peaceful world?
• In Matthew 5:9, Jesus says peacemakers will be called ‘children of God.’
What does being a peacemaker look like in your life? How might the ANZACs also be remembered as peacemakers?
• All these verses talk about peace, but in different ways.
What do they teach us about Catholic beliefs on war, peace, and remembrance? How do these beliefs help us think about ANZAC Day in a special way?
CATHOLIC PERSPECTIVE ON ANZAC DAY, REMEMBRANCE AND PEACE
LOWER SECONDARY
1. Letters of remembrance and peace
Students will write a reflective letter from the perspective of a Catholic chaplain, soldier, nurse, or family member during WWI or WWII, focusing on faith, remembrance, and peace. They will analyse Catholic values of sacrifice, compassion, and reconciliation while developing structured writing skills.
Pre-writing strategies
Prompt analysis (FTAP Method):
• Form: Personal letter
• Topic: Reflecting on war through faith, remembrance, and peace
• Audience: A loved one or future generations
• Purpose: To express faith and values during wartime
Mentor texts
• Excerpts from letters of Catholic chaplains or soldiers
Preserved letters reveal horrors of World War I from Catholic Archdiocese of Perth
Chaplain Father Fahey writes another graphic letter (The Daily News, Perth WA, Saturday 24 July 1915, in Trove, National Library of Australia)
Father John Fahey, DSO pays a powerful tribute to the ANZAUS (The Geraldton Express, WA, Wednesday, 4 Oct 1916, in Trove, National Library of Australia)
• John 15:13: ‘Greater love has no one than this: to lay down one’s life for one’s friends.’
Graphic organiser outline
• Paragraph 1: Who am I? Where am I writing from?
• Paragraph 2: What have I witnessed? How does my faith guide me?
• Paragraph 3: How do I hope for peace and encourage remembrance?
During writing
• Chunking and drafting: Students write one section at a time, focusing on clarity and depth.
• Peer sharing (turn and talk): Pairs exchange drafts and highlight powerful imagery or faith-based reflections.
Colour-coding for self-assessment
• Blue – Descriptions of war and sacrifice
• Green – Expressions of faith and hope
• Red – Calls for remembrance and peace
Post-writing reflection
Class discussion (Glows and grows):
• What did students do well in capturing faith and remembrance?
• How could they deepen their reflections on peace?
Personal reflection and SMART goals:
• What have I learned about faith and remembrance?
• One goal for improving my writing in future tasks.
Alternative extension
Students can present their letters in a Remembrance ceremony, reading them aloud or displaying them with artwork inspired by ANZAC symbols of faith and peace.
Student prompts
• Who am I? (Chaplain, soldier, nurse, or family member)
• Where am I writing from? (Battlefield, hospital, home)
• What have I witnessed?
• How does my faith guide me? (Scripture, prayer, hope)
• How do I hope for peace? (Reflection, encouragement, remembrance)
Letter format
Dear [Recipient’s name],
Paragraph 1: Introduce yourself and where you are writing from.
Paragraph 2: Describe what you have witnessed and how your faith sustains you.
Paragraph 3: Express your hopes for peace and how we should remember this sacrifice.
With faith and hope,
[Your Name]
Self-assessment checklist:
• I have introduced my character and setting clearly.
• I have included reflections on faith and remembrance.
• I have expressed my hope for peace.
• I have checked my spelling, punctuation, and grammar.
Reflection: What did you learn about faith and remembrance from this activity? What is one goal for improving my writing?
2. ANZAC Day discussion activity: Faith, remembrance, and peace
Students will engage in a structured discussion about ANZAC Day, exploring themes of sacrifice, remembrance, and peace through a Catholic lens. They will reflect on the role of faith in times of conflict and consider how we can promote peace today.
Discussion prompt: How does the Catholic perspective on ANZAC Day help us remember sacrifice and promote peace?
Supporting materials:
• Student discussion guide
• John 15:13 – ‘Greater love has no one than this: to lay down one’s life for one’s friends.’
• Excerpts from letters of Catholic ANZAC chaplains or soldiers (see previous activity).
• Catholic prayers for peace (eg, Prayer for peace by Pope John Paul II).
Behind the prayer: How’s the serenity?
Reflection: Prayers of saints (Prayer of Saint Francis of Assisi)
Pre-discussion reflection
Students reflect on one or more of the following:
• What does ANZAC Day mean to you?
• How do faith and remembrance connect?
• What does it mean to be a peacemaker today?
Students jot down thoughts in their notebooks.
Web chat discussion
Step 1: The teacher writes the discussion question on the board:
How does the Catholic perspective on ANZAC Day help us remember sacrifice and promote peace?
Step 2: As students respond, the teacher maps connections by drawing lines between speakers on a seating chart.
Step 3: A different-coloured marker is used for each round of discussion to show evolving ideas.
Mid-discussion reflection
The teacher shares the discussion map and asks:
• Who has spoken the most? Who hasn’t spoken yet?
• What connections have emerged?
• How can we deepen our thinking?
Students pair up for two minutes to discuss a new insight before continuing.
Second round of discussion
Students build on ideas, ensuring all voices are included.
Encourage faith-based connections (scripture, Catholic social teaching, peacemaking efforts).
Post-discussion reflection
Students respond to one:
• One thing I learned about faith and remembrance today is . . .
• One way I can promote peace in my community is . . .
• A new perspective I gained was . . .
Adaptation for diverse learners
• Allow written responses before speaking.
• Provide discussion sentence starters (eg, ‘A Catholic view of remembrance teaches us that . . .’).
• Use small-group discussions before the whole class.
REFLECTING ON PAST SORROWS TO BUILD A BETTER FUTURE
UPPER SECONDARY
1. Opening discussion
What do you think a more just society looks like? How can we help create it? Do any of the points raised relate to ANZAC Day? How?
2. Read
Read Fr Andrew Hamilton SJ’s article Past sorrows, better future where he writes that in remembering sacrifice on ANZAC Day, we should also commit ourselves to shaping a more just society.
Reading comprehension and critical response
Answer the following in well-developed paragraphs. Use quotes from the article to support your points where appropriate.
• What are the dangers of forgetting the sorrow and grief behind ANZAC Day? How does the article suggest we remember more responsibly?
• How does the article balance sorrow and gratitude in its treatment of war and service? Why is this balance important?
• Fr Andrew writes that ‘the sorrow of war has come home to us’ in recent global conflicts. What role should ANZAC Day play in Australia’s ethical response to these situations?
• From a Catholic perspective, how might ANZAC Day become a call to live out Gospel values such as peacemaking, solidarity, and justice?
• ‘If we grieve loss... we should also commit ourselves to a future . . .’ – what does this commitment look like for young people today?
3. Vocabulary exercise: Critical language in context
Below are key terms and phrases used in the article. For each, write:
• Define: A brief definition in your own words.
• Analyse: A short analysis of how the term shapes the author’s message about war, memory, and justice.
• Reflect: How does this concept apply to Australia’s current political or social context?
- Glorification of war
- Militarisation
- Straitened circumstances
- Emulation
- Modest rhetoric
- The costliness of war
- Shape a more just society
Example
Term: Glorification of war
Define: Praising war in a way that hides its tragedy.
Analyse: Fr Andrew warns that honouring soldiers can sometimes shift toward celebrating war itself.
Reflect: In today’s society, films, video games, or politics may unintentionally glorify war. This risks numbing us to its real human cost.
4. Bible reading
Look up the following verses in the Bible and read both the verse and the larger section it is contained in. Write two sentences explaining what the verse means and the context it is presented in. Then, write another sentence relating it to the ANZAC context.
• Psalm 34:14 (NRSV)
• John 14:27 (NRSV)
• Isaiah 2:4 (NRSV)
• Matthew 5:9 (NRSV)
Close reading questions: Peace and remembrance in scripture
• What kind of peace do you think Jesus is talking about in John 14:27?
How is it different from the kind of peace the world gives? Why might this message be important on ANZAC Day?
• Psalm 34:14 tells us to ‘seek peace and pursue it.’
What does it mean to pursue peace? What are some actions we can take – at school, in our community, or when remembering the ANZACs – that show we are living out this verse?
• Look at Isaiah 2:4.
What do ‘swords into ploughshares’ and ‘spears into pruning hooks’ mean? What might this look like today? How is this verse a message of hope for a peaceful world?
• In Matthew 5:9, Jesus says peacemakers will be called ‘children of God.’
What does being a peacemaker look like in your life? How might the ANZACs also be remembered as peacemakers?
• All these verses talk about peace, but in different ways.
What do they teach us about Catholic beliefs on war, peace, and remembrance? How do these beliefs help us think about ANZAC Day in a special way?
3. Creative response
Prepare a two to three minute spoken word piece, visual artwork, or short essay titled: ‘ANZAC Day and the Gospel of Peace’.
Your piece should reflect on what it means to remember the past with compassion and work for justice today. Incorporate at least one scripture reference and one quotation from the article.