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Team DB created a poster to support their understanding of how soldiers were recruited in the World War 1 and the use of propaganda.
Propaganda in World War I was primarily used to mobilise entire nations for "total war," ensuring public support, boosting morale, recruiting soldiers, and demonizing the enemy. Governments employed posters, films, and literature to control information, encourage civilian rationing, and maintain motivation, as it was the first conflict requiring widespread, state-sponsored propaganda to keep both the home front and fighting forces committed to the cause. They had to explain how men and boys enlisted in the armed forces, explain why propaganda was use and the conscientious objectors and their beliefs.
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This half term, Team LF have been learning about World War I. They began by exploring how the war started, focusing on the assassination of Archduke Franz Ferdinand, which ultimately led to the outbreak of the war. They learned about the different countries involved and the alliances they formed, understanding how these partnerships contributed to the scale of the conflict.
Linking their learning to geography, we used maps to identify the countries involved in the war. They colour-coded them to show which nations fought alongside each other, helping them to clearly see the Allied and Central Powers across Europe and beyond. They also explored the role of propaganda during the war, particularly recruitment posters used to encourage men to join the army. Inspired by what they learned, they designed and created our own recruitment posters. In addition, they studied the structure of trenches and learned about what life was like for soldiers living and fighting in them. At the end of each half term, Team CW look back over their learning journey and discuss what they have achieved over that period of time. This helps them to understand the chronology of their learning. This is one of the building blocks towards the year 1 curriculum for history when they look at changes over time and order things in chronological order.
The Rainbows could see how they had changed and could explain the new things they learnt. Some of them said they could read using "Fred in your head" now, which was something they found tricky before Christmas. They also looked at how some of them had changed over the past few weeks, including that a couple of them had lost their teeth! It is important to discuss changes so the Rainbows can see their impact later down the line. In History, Team EO explored how they know about the Great Fire of London. They learnt what an eyewitness is, explored historical sources, and discussed which were helpful or not helpful and why.
These are important skills in history and Team EO have been working very hard! In History, Team EO continued learning about how life today is different from life in 1666.
As part of this, they explored jobs that existed in 1666 and how they are similar to and different from jobs people have today. |
Subject LeadMiss C Clementson and Mrs S Allen Archives
March 2026
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