Conflict Resolution Basics

Year Levels

Year 4, 5 and 6

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WALT (We Are Learning To)

Learn and apply a 5-step process to resolve conflicts respectfully and effectively.

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Success Criteria

• Students can clearly outline and explain each step of the 5-step conflict resolution process.
• Students can apply the process to hypothetical or real-life conflict scenarios.
• Students demonstrate respectful communication during role-plays.
• Optional: Students create a comic strip illustrating conflict resolution steps using dyslexia-friendly, colour-coded visuals.

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Australian Curriculum Links

Health and Physical Education, Years 4–6

• ACPPS053: Identify and practise strategies to manage changes and transitions and feelings associated with relationships and personal identity.
• ACPPS060: Plan and use strategies to promote health, safety and wellbeing.
• ACPPS064: Practise and apply strategies to manage personal, social and community health and wellbeing.
• AC9HP4P04: Select, use, and refine personal and social skills to establish, manage and strengthen relationships, including strategies to resolve conflict.
• AC9HP6P10: Analyse how behaviours influence safety, relationships and wellbeing of individuals and communities, including assertive communication and conflict resolution skills.

This lesson specifically targets AC9HP4P04 and AC9HP6P10 by teaching students personal and social skills for managing conflicts respectfully and safely.

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Lesson Duration

50 minutes

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Class Setup

Class size: 30 students Seating: Flexible, for group work and role-play activities Resources: Visual step charts (large and individual smaller versions), coloured markers or highlighters, paper, digital device (optional for comic creation).

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Lesson Breakdown

1. Introduction (5 minutes)

• Begin with a brief discussion: "What is a conflict? Can you give an example of a conflict you have experienced or seen?"
• Explain the learning goal: To learn a clear 5-step method to resolve conflicts peacefully and respectfully.
• Write WALT and Success Criteria on the board.

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2. Present the 5-Step Conflict Resolution Process (10 minutes)

Use a large, colourful visual step chart with colour-coded steps for dyslexia-friendly reading. Each step should be clearly numbered with a different colour.

The 5 Steps:

1. Stop and Calm Down – Take a deep breath and calm yourself before responding.
2. Listen to Each Other – Hear the other person's side without interrupting.
3. Express Your Feelings – Use ‘I’ statements to explain how you feel (e.g., “I feel upset when…”).
4. Brainstorm Solutions – Together, think of fair solutions to the problem.
5. Agree and Try It Out – Agree on one solution and try it; if it doesn’t work, try another.

• Display the chart digitally if possible; provide personal copies to students for reference.

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3. Modelling and Guided Practice (10 minutes)

• Role-play an example conflict with a student volunteer demonstrating the 5-step process.
• Highlight and verbalise each step while modelling how to do it respectfully.
• Invite two or three pairs of students to role-play short conflict scenarios, guiding them to use each step aloud.
• Provide visual step charts for them to follow.

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4. Group Activity: Applying the Process (15 minutes)

• Divide the class into small groups of 4-5.
• Give each group a printed conflict scenario relevant to their age (e.g., disagreement during a group project, playground misunderstanding).
• Task: Discuss how to use the 5-step process to solve the conflict.
• Each group outlines the steps on poster paper or digitally and colours the steps for dyslexia-friendly clarity.
• Circulate to assist and encourage respectful discussion.

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5. Extension Activity: Comic Strip Creation (optional for early finishers or assigned as homework) (5 minutes introduction + independent time)

• Explain the extension: Create a 5-panel comic strip that shows the 5 steps being used to resolve conflict.
• Provide paper and coloured pencils or access to a digital drawing tool.
• Use colour-coded steps matching the chart to support dyslexic students and others who benefit from visuals.
• This task supports creativity, reinforces the learning, and provides a personalised assessment of understanding.

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6. Reflection and Consolidation (5 minutes)

• Whole class discussion:
• "Why is it important to follow these steps?"
• "How can using this process help you and others?"
• Recap the WALT and success criteria.
• Encourage students to try to use this process during the week.

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Differentiation

• Visual supports: Colour-coded step charts and written sentence starters for ‘I’ statements help all learners, especially students with dyslexia and EAL/D learners.
• Oral scaffolding: Model vocabulary and sentence structure for expressing feelings.
• Additional adult support: Small groups with teacher or aide for students requiring extra guidance.
• Sentence frames: Provide printed examples like “I feel ___ when you ___,” to support expressive language.

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Extension for Advanced Learners

• Create a digital comic strip or animation using a simple app to illustrate conflict resolution steps.
• Write and perform a short skit creatively extending the conflict scenario with alternative endings.
• Explore cultural perspectives on conflict resolution, including First Nations Australian ways of resolving disputes respectfully.

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Dyslexia-Friendly Strategies

• Use high-contrast, colour-coded visuals for each conflict resolution step.
• Present information in short, clear sentences.
• Provide printed step charts with both words and simple icons.
• Use multisensory approaches: speaking, listening, drawing, role-playing.
• Allow alternative ways to demonstrate learning (oral presentations, drawings, comics).

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Assessment

• Formative: Observation during role-plays and group activities—students applying steps accurately and respectfully.
• Summative: Student-created comic strips or group posters demonstrating understanding of the 5-step process.
• Peer assessment can be encouraged by feedback on respectful communication skills.

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This lesson plan blends direct instruction with engaging, varied activities and digital technology integration, well-suited for a contract teacher with a mixed Year 4 and 5 class. It aligns closely with Australian Curriculum Health outcomes for Years 4-6, focussing on respectful interactions, personal and social skills, and wellbeing strategies.