Exploring Conflict

Overview

This 45-minute drama lesson for Year 1-2 students focuses on introducing the concept of conflict as a core element in drama. Students will explore simple conflicts, collaborate in small groups to create short scenes illustrating conflict, and participate in a guided class discussion about conflict resolution.

Curriculum Alignment

This lesson closely aligns with the New Zealand Curriculum Refresh learning outcomes across The Arts and Key Competencies, specifically:

• The Arts - Drama:

  • Communication through role play and drama: Students will take on roles and use simple narrative structures to express ideas, feelings, and situations (Achievement Objective: Years 1-2).
  • Expressive skills: Use voice, movement, and facial expression to engage audiences.
  • Develop understanding of drama elements: Introducing conflict as a driving force in a story.

• Key Competencies developed:

  • Relating to others: Interacting collaboratively and sharing ideas respectfully during group work.
  • Thinking: Recognising and creating a problem (conflict) and exploring solutions.
  • Using language, symbols, and texts: Using verbal and non-verbal communication in role and drama.
  • Managing self: Participating actively and showing resilience in performing and sharing.

Learning Objectives

By the end of this lesson, students will:

1. Understand that conflict is a problem or challenge that characters face in a drama.
2. Identify examples of simple conflicts in familiar stories or role-play situations.
3. Create and perform a simple dramatic scene in small groups that clearly shows a conflict.
4. Participate in discussing how the conflict could be resolved or ended.

Resources

• Simple storybook or familiar scenarios describing everyday conflicts (e.g., two children wanting the same toy).
• Open classroom space for small group drama.
• Optional props (scarves, hats, simple costume items) to support role play.
• A visible "conflict and resolution" poster/visual aid (illustrations or words).

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Detailed Lesson Plan (45 minutes)

1. Warm-up and Introduction (10 minutes)

• Activity: Quick group chat and warm-up movement game.
  • Ask: "What do you think a conflict means? Can someone tell me a time when you had a problem with a friend or someone else?"
  • Briefly discuss in age-appropriate language (e.g., "A conflict is when two characters want something different and have a problem to solve!")
• Drama focus: Teacher models a very short scenario showing a simple conflict (e.g., two children reaching for the same ball).
• Invite students to identify the conflict ("What's the problem here?").

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2. Group Activity: Creating Conflict Scenes (20 minutes)

• Divide the class into 5 groups of 5 students.
• Each group gets a simple conflict scenario prompt (e.g., “Two friends want to play with the one toy,” “Someone lost their lunchbox,” “Two people want to sit in the same seat”).
• Task: In their groups, students plan and act out a short scene that clearly shows the conflict.
• Teacher circulates to assist groups with ideas and to encourage use of facial expression, voice, and body language to show feelings.
• Encourage groups to think about:
  • Who are the characters?
  • What is the problem (conflict)?
  • How can they show it with actions and words?

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3. Performances and Class Discussion (10 minutes)

• Each group performs their short conflict scene to the class.
• After each scene, ask the class:
  • What was the problem in the scene?
  • How did the characters feel?
  • How could the conflict be solved or ended?
• Highlight how conflict is important in stories to make them interesting.

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4. Wrap-up and Reflection (5 minutes)

• Gather students seated in a circle.
• Recap: “Today we learned that conflict means a problem between characters. We practiced making up scenes with conflict and thought about how to solve problems.”
• Highlight positive behaviours like listening, sharing ideas, and working together.
• Ask a few students to share their favourite part of the lesson.

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Assessment & Reflection

• Formative Assessment: Observe students’ ability to work collaboratively to identify and express conflict through drama.
• Listen for understanding during discussions about conflict and resolution.
• Note use of expressive skills (voice, facial expressions, gestures) in group scenes.
• Provide positive, specific feedback (e.g., “I liked how you used your face to show being upset!”).

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Teaching Considerations

• Use simple, relatable conflict examples suitable for ages 5-7.
• Provide scaffolds such as picture cards or puppets for students needing support.
• Be mindful of cultural diversity and different communication styles.
• Foster a safe environment where students feel comfortable sharing and performing.
• Use language aligned with development stages per the New Zealand Curriculum oral language recommendations, e.g., narrative elements, sequencing ideas.

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Connections to NZ Curriculum Framework

Curriculum Component	Details
The Arts: Drama (Levels 1-2, Years 1-2)	Explore ideas, feelings, and stories through role play and drama; use voice, facial expression.
Key Competencies:	Relating to others: Collaborate respectfully; Thinking: Identify and explore problems (conflict).
Oral Language (Te Mātaiaho English)	Use language to describe experiences and express ideas; develop narrative skills through drama.
Assessment for learning	Ongoing teacher observation and feedback during drama and discussion supports skills development.

This lesson plan builds on foundational drama skills and aligns with NZ curriculum goals for developing creativity, communication, social interaction, and critical thinking in young learners, while being culturally responsive and inclusive.

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If desired, I can also help construct accompanying teaching materials or visual aids to enhance this lesson.