You will learn
- Say what conflict is.
- Use peaceful steps.
- Role-play.
- Get an adult when needed.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Conflicts happen to everyone.
- We can solve them peacefully.
- Steps: calm, listen, share feelings, find a solution.
- Tell an adult about bullying or harm.
Words to know
a disagreement or problem between people
relaxed and not angry
each person gives a little to agree
repeated unkind behaviour that hurts someone
1. Discover: One ball, two children
At break, Abu and Ibrahim both want the ball. They shout. Ms Smith comes over. “Stop and breathe,” she says. “Now each of you say what happened and how you feel.” Abu says, “I feel left out.” Ibrahim says, “I feel hurried.” “What could you do?” asks Ms Smith. They agree to take turns. “That is a compromise,” she says.
Think: What can you do when you disagree with a friend?
2. Understand: Peace
Idea 1: Conflict
A conflict is a disagreement or problem between people. Conflicts happen in every family and school. What matters is how we handle them: with calm words and fairness, not hitting, shouting or hurting.
Idea 2: Steps
Peaceful steps: 1) Stop and calm down by breathing. 2) Say what happened and how you feel using “I feel…”. 3) Listen to the other person. 4) Think of solutions together. 5) Agree on a compromise, where each gives a little. 6) Say sorry if needed.
Idea 3: Get an adult
Some problems are too big. Bullying is repeated unkind behaviour that hurts someone. If you or someone else is being bullied, hurt or threatened, tell a trusted adult right away. Telling is not telling tales; it is keeping people safe.
3. Worked examples
Example 1 (I show you): Calm
First step?
- Stop.
- Breathe.
- Wait.
Answer: Calm down.
Example 2 (We do it together): Say
Use I feel.
- Think.
- Say.
- Check.
Answer: I feel left out.
Example 3 (You try): Tell
Bullying.
Show the steps and answer
- Think.
- Decide.
- Tell.
Answer: Tell a trusted adult.
Did you know?
Some schools have peer mediators, trained students who help classmates talk through problems calmly with an adult nearby.
Why this matters
Peaceful solutions keep friendships and make schools safe.
4. Explore: Peace steps
Act out two conflict scenarios using peaceful steps. Then act out a case when you should fetch an adult. Make a steps poster.
- Read.
- Act.
- Discuss.
- Poster.
Think about it: what did you notice?
What did you notice? Calm words changed the mood.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A conflict is ___.
- Calm means ___.
- A compromise is ___.
- Bullying is ___.
Guided practice
Question 1. What is a conflict?
Disagreement.
Question 2. What does calm mean?
Not angry.
Question 3. What is a compromise?
Both give a little.
Independent practice
Level 1: Start
- What is a conflict?
- What does calm mean?
- What is a compromise?
- What is bullying?
- Who do we tell?
Level 2: Grow
- Why stay calm?
- Why listen?
- Why tell about bullying?
Level 3: Stretch
- Role-play steps.
- Make a poster.
- Name trusted adults.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
List three peaceful steps.
Show a sample answer
Calm down; say feelings; compromise.
Another one. Practise calm words at home.
Show a sample answer
Share.
7. Common mistakes
Fix: Friends have conflicts too.
Fix: It keeps people safe.
8. Lesson summary and revision card
- I can say what conflict is.
- I can use peaceful steps.
- I can role-play.
- I can get an adult when needed.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Conflicts happen to everyone.
- We can solve them peacefully.
- Steps: calm, listen, share feelings, find a solution.
- Tell an adult about bullying or harm.
11. Next lesson
Next lesson: Listening to different opinions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Say what a conflict is. [2 marks]
- List four peaceful steps. [4 marks]
- Say when to get an adult. [2 marks]
- Say why telling an adult is not telling tales. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Disagreement [1]; people [1]
- Four [4]
- Bullying [1]; harm [1]
- Keeps safe [1]; helps [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a conflict?
- What does calm mean?
- What is a compromise?
- What is bullying?
- Who do we tell?
- Why stay calm?
- Why listen?
- Why tell about bullying?
- Role-play steps.
- Make a poster.
Homework
Make a poster of peaceful steps.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a conflict? | Disagreement. | 1 |
| 2. What does calm mean? | Not angry. | 1 |
| 3. What is a compromise? | Both give a little. | 1 |
| 4. What is bullying? | Repeated unkind hurting. | 1 |
| 5. Who do we tell? | A trusted adult. | 1 |
| 6. Why stay calm? | Think clearly. | 1 |
| 7. Why listen? | Understand. | 1 |
| 8. Why tell about bullying? | Keep people safe. | 1 |
| 9. Role-play steps. | Role-play. | 1 |
| 10. Make a poster. | Poster. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Disagreement.; 2 Not angry.; 3 Both give a little.; 4 Repeated unkind hurting.; 5 A trusted adult.. Level 2: 1 Think clearly.; 2 Understand.; 3 Keep people safe.. Level 3: 1 Role-play.; 2 Poster.; 3 Adults..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what conflict is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use peaceful steps | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Role-play | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Get an adult when needed | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Conflicts mean we are not friends.” Friends have conflicts too.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a calm-down corner.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns peaceful steps. Please remind your child to tell a trusted adult about bullying or harm. You do not need to be an expert to help.
- Model calm words.
- Listen to feelings.
- Know who to tell.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what conflict is; use peaceful steps; role-play; get an adult when needed.
Prerequisite knowledge. Grade 2 ideas: rights, responsibilities, fairness, respect and helping others.
Materials. Scenario cards, paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare scenario cards.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell one ball, two children story.
Explanation (10 min). Teach peace steps.
Guided activity (10 min). Peace steps.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How do we solve conflicts peacefully?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Conflicts mean we are not friends.” Friends have conflicts too.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make a calm-down corner. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 2 Unit 9, topic 7; NCSS C3 Framework, civic and political institutions and participation; Cambridge Primary Humanities, people and societies; IB Primary Years Programme, how we organise ourselves. These sources informed the lesson.