• Presentation: What am I?
• Presentation: Photographs of Walter Tull. 
• Presentation: Remembering Walter Tull. 
• Presentation: Facts, opinions and questions.
• Presentation: We remember. 
• Audio playback devices (optional – see Adaptive teaching).
• Link: Kapow Primary timeline.

The Knowledge organiser provides a visual summary of the key facts and vocabulary for the lesson. The children can use it in the lesson to check keyword meanings or spellings and to help them remember important information when completing an activity. Find further ideas for using the Knowledge organiser to support adaptive teaching here.

Subject knowledge

Walter Tull

• Walter Tull was born in 1888 in Folkestone, Kent, a coastal town. In 1895, when Walter was seven years old, his mother died of cancer.
• The following year, his father married a new wife named Clara. In 1897, his younger sister Miriam was born, but later that same year, Walter’s father died of heart disease.
• Due to the difficulty of caring for all the children, Clara arranged for Walter and his brother Edward to be sent to the National Children’s Orphanage in Bethnal Green, London, in 1898.
• While at the orphanage, Walter discovered his talent for football and joined the orphanage team. In 1900, Edward was adopted by a family from Scotland, leaving Walter greatly missing his brother.
• After leaving the orphanage in 1902 at age 14, Walter found work in the printing industry, hoping to one day work for a newspaper.
• In 1903, Edward’s adoptive family sent money to Walter, allowing him to visit his brother in Scotland.
• By 1908, Walter was playing for Clapton Football Club’s first team at the age of 20.
• In 1909, he achieved a major milestone by joining Tottenham Hotspur as a professional footballer at age 21.
• In December 1914, Tull enlisted in the British Army, joining the 17th (1st Football) Battalion of the Middlesex Regiment. Despite military regulations at the time that restricted officer status to those of “pure European descent”, Tull was commissioned as a second lieutenant in May 1917, making him one of the first Black officers in the British Army.
• Walter Tull was killed in action on 25 March 1918 during the Second Battle of the Somme. His leadership and bravery have been widely recognised and he is commemorated on the Arras Memorial in France.

Using racial terminology

When introducing Walter Tull’s story, explain to the children that he was one of the first Black officers in the British Army. Reassure them that it is both respectful and accurate to say ‘Black officer’, just as we might describe someone as ‘a Scottish officer’ or ‘a female officer’.

Encourage the children to use the term naturally and without hesitation. Model it in your own speech and gently correct any uncertainty or mispronunciations. You might say:

• ‘Walter Tull was a Black officer, which means he was a leader in the army who was also African-Caribbean.’
• ‘The word ‘Black’ here is used to describe his racial background, and it is a respectful and factual way to talk about his identity.’

Reinforce that it is okay to talk about race and heritage when it helps us understand history. This can also be a good moment to remind children that Walter Tull’s story helps us see how people from all backgrounds contributed to British history.

Sensitivities

War

This lesson covers the causes and consequences of war, which can be a sensitive topic for some children. Be mindful of children who may have personal or family connections to war and create a supportive space for questions and discussions.

References to childcare

Walter Tull’s story involves being placed in an orphanage. Be aware that some children may have personal experiences of being looked after by carers or foster families. Approach the lesson with care, using simple, factual language and focus on Walter’s resilience and achievements. Create a supportive environment where children feel comfortable sharing thoughts, but remind them that they don’t need to share personal experiences.

Death
This lesson involves death and the loss of life during World War 1, which can be a sensitive topic for young children. Be mindful that some children may have personal experiences with loss, including recent family bereavements. Approach the topic gently and factually, using simple and clear language. Avoid graphic details and focus on remembrance and the importance of peace. Create a supportive environment where the children can express their feelings if they wish and reassure them that it is normal to feel sad or reflective.