Conflict Resolution Skills

Year Level

Year 10

Duration

59 minutes

Class Size

Approximately 25 students

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Curriculum Links (NSW Health and Physical Education Stage 5)

• PDHPE Syllabus Content Descriptions:

• Investigate and refine interpersonal skills that take greater responsibility for the safety, health, and wellbeing of self and others.

• Demonstrate and evaluate conflict resolution skills and strategies to manage emotions in relationships.

• Assess and apply leadership skills that support inclusive and respectful relationships.

• Analyse the influence of respect, empathy, and self-awareness on establishing and maintaining respectful relationships.

• Explore the development of a healthy sense of identity to enhance wellbeing and inclusion.

• Investigate how inclusiveness and cultural responsibilities shape identity and enhance community safety and wellbeing.

• Examine Aboriginal and Torres Strait Islander contributions to fostering safe and inclusive communities.

• Learning Intentions:

• Learn strategies to resolve conflicts in respectful, healthy ways.

• Understand how to manage emotions during disagreements.

• Develop leadership and inclusive skills that contribute to wellbeing and belonging.

• Success Criteria:

• I can use conflict resolution steps in group and personal relationships.

• I can manage my emotions and communicate calmly during conflict.

• I can demonstrate leadership skills that support respectful and inclusive interactions.

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Lesson Overview

This lesson focuses on helping Year 10 students develop self-regulation and conflict resolution skills aligned with the NSW PDHPE syllabus. Emphasis will be placed on emotional understanding, respectful communication, leadership in inclusion, and appreciation for cultural identity, particularly Aboriginal and Torres Strait Islander perspectives.

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Resources

• Conflict Resolution and Self-Regulation slideshow
• Conflict resolution video stimulus (e.g., "Conflict Resolution Strategies for Cooling Down Conflict")
• Whiteboard/Smartboard
• Scenario cards or written examples for group activity
• Reflection sheets/exit tickets

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Lesson Plan Breakdown

1. Starter: Think-Pair-Share Reflection — "The Last Time You Were Annoyed" (10 minutes)

• Purpose: Activate prior knowledge and emotional awareness.
• Students quietly think about a recent time they felt annoyed or angry (no need to disclose personal details).
• Prompt questions in pairs:
• What happened?
• How did you feel?
• How did you respond?
• Would you respond differently now?
• Whole class brief discussion:
• Is conflict always bad? Why or why not?

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2. Understanding Conflict and Self-Regulation (20 minutes)

• Teacher-led brainstorm: Common causes of teen conflict (e.g., peer pressure, misunderstandings, social media).
• Explanation: Briefly describe what happens in the brain and body during conflict (emotional hijack), fostering self-awareness of physical and emotional escalation.
• Activity: Emotional Thermometer
• Students identify where calm vs. anger sits on a thermometer scale.
• Discuss physical and behavioural warning signs of emotional escalation.
• Self-Regulation Toolbox
• Students list personal strategies to manage emotions (e.g., deep breathing, counting, taking a break, positive self-talk).
• Teacher guides to include respectful communication and seeking help when needed.
• NSW Curriculum Links: Emphasise self-awareness and responsibility for health and wellbeing.

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3. Conflict Resolution Ranking Challenge — S.T.E.P.S Model (20 minutes)

• Introduce the S.T.E.P.S model:
• Stop – pause before reacting.
• Think – consider the situation and feelings involved.
• Explain feelings respectfully – use “I” statements.
• Pay attention and listen – practice active listening.
• Solve together – brainstorm solutions collaboratively.
• Group activity:
• In small groups, distribute conflict scenario responses (some effective, some poor).
• Groups rank these responses from most to least effective according to the S.T.E.P.S model.
• Discuss and justify their choices.
• Whole class debrief:
• Which strategies worked best and why?
• When walking away or taking a break might be useful.
• The importance of empathy and active listening.
• Curriculum Link: Applying communication strategies and emotional regulation for respectful relationships.

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4. Application and Reflection (9 minutes)

• Apply the S.T.E.P.S model:

• Present a teacher-provided conflict scenario relevant to students’ experiences.

• Students individually write or discuss how they would apply the model steps.

• Exit ticket prompts:

• One thing I learned today about conflict resolution.

• One self-regulation strategy I can use going forward.

• One conflict resolution skill I want to improve.

• Wrap-up:

• Reinforce the connection between respectful conflict resolution, leadership, and creating inclusive, safe communities.

• Briefly mention how Aboriginal and Torres Strait Islander peoples use storytelling, art, and community connection to strengthen identity and inclusion, supporting community wellbeing.

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Classroom Management and Differentiation

• Promote respectful sharing and confidentiality during discussions.
• Encourage quieter students by partnering them with supportive peers.
• Provide additional scaffolding for students who find emotional regulation challenging.
• Visual aids to support students with diverse learning needs.

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Extension Ideas

• Research project on Aboriginal and Torres Strait Islander community practices that strengthen inclusion and identity.
• Role-play conflict scenarios to practise verbal and non-verbal communication.
• Reflective journaling for ongoing development of interpersonal skills.

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This lesson plan aligns strongly with the NSW PDHPE syllabus Stage 5 achievement standards by engaging students in experiencing, analysing, and applying interpersonal and leadership skills to promote safety, wellbeing, identity, and inclusion within relationships and communities. It incorporates emotional regulation and evidence-based conflict resolution strategies to empower students to manage common adolescent challenges respectfully and effectively, building their skills for future leadership and community participation.