Peace and conflict

Unit of Inquiry

Students began their new unit on conflict resolution. In groups, they analysed images and quotations related to different kinds of conflict. They understood that conflict arises and disturbs peace because of some needs not being fulfilled. Students expressed their first understanding of conflict on the learning continuum. Going ahead, they also created their own hierarchy of needs and compared these with the established hierarchy of Maslow. They learned to identify different types of conflicts. They were able to point out that conflict occurs not only between people, it may also occur with nature or even with one’s conscience. Further, they investigated various real-life case studies (local to global perspective) in groups to identify types of conflict, their causes and impact. They expressed their understanding using various visual thinking routines like fishbone diagram, explanation game. 


During English lessons, students inquired into different types of written communication like messages, letters, emails, thank you notes. They analysed the differences between them and sorted them into formal and informal letters. Students brainstormed the elements of a formal letter and created a format and checklist for the same. They applied their understanding of the format and wrote a formal letter. Students further created a 

self-assessment and peer checklist to edit and assess their work. English lessons were integrated with the unit, students analysed stories on peace and conflict to identify the types of conflict and reasons for it. They also wrote a formal letter to their Principal / Form tutor reporting instances of bullying in school/bus/playground resulting in conflicts.


Students were excited to participate in a learning opportunity in the classroom – called the “Flipped Classroom” – a teaching practice that reverses instructions and is internationally recognized as a tool that caters to a more individualized learning experience, and challenges students to become more resourceful learners. Students had the choice to watch any presentation out of the three alternatives given to them to understand the calculation of elapsed time. 

Students then grouped themselves in class according to the strategy they had chosen, and presented their understanding to the rest of the class. This activity helped consolidate the learning of elapsed time for the entire class and gave students a sense of ownership of their learning.

Weblinks shared for calculating relapsed time :

Number line strategy

T-chart strategy


Students expressed their understanding of time through a formative assessment where they analysed a flight schedule to convert time from 24 hour clock to 12 hour clock and calculated the duration of a flight.  The following resources can help consolidate their learning:

converting between 12 and 24 hr time

Students then started with the concept of measurement of length/weight/capacity. They expressed their prior knowledge through an activity. A measuring tape, a beaker and a weighing scale were kept on a table. In groups, students estimated the measurement of different objects from daily life – cabbage, bag of potatoes, a bottle of water, a piece of cloth (dupatta), a packet of masala, a juice box etc. and recorded their estimates in a table

and then they measured the actual weight/capacity/length and compared these with their estimates. 


Students watched a presentation on road rage to enhance their listening skills.

They spoke about sadak rosh ki ghatnaein and wrote about four types of ‘sangharsh’ (conflicts). They spoke and wrote ‘sadak rosh se bachne ke karan avam upay. 

They listened to the story ‘bus ki Yaatra’ and wrote vyaktivachak avam jativachak sangya shabd. They attempted their summative assessment to express their understanding.

Ab initio

Phase 1-

To enhance their reading skills, students read Hindi library books and newspapers. Students also got to know the meaning of conflict through a visible thinking routine – tug of war. They illustrated their thoughts and made a comic strip on road rage. Their knowledge of spellings was assessed with a dictation.


 Students were given the choice to decide tasks for their Student-Led Conference portfolio and grade level assembly. They voiced their opinions and took ownership. They enhanced their thinking skills (application), communication skills (listening and speaking) and social skills (supporting and cooperating with peers).


Students learned the uses of verb Ser in Spanish. They learned how to apply the verb in different situations keeping in mind the acronym DOCTOR (description, occupation, characteristics, time, origin and relationship) which facilitated them to understand it better. Students also worked on their Student-Led Conference and created their e-portfolios recording their skill development learner profiles displayed during their learning. 


Students were introduced to the app – Storyboard That – which is an online storyboard creator that helps visually communicate ideas and concepts to quickly narrate a story. It is an innovative tool designed with a simple drag and drop interface along with hundreds of scenes, characters and text bubbles to fill the storyboard’s frames. Students created a comic strip to resolve different types of conflicts using Storyboard That.

Safer Internet Day was celebrated to promote the safe and positive use of digital technology for children. Students shared suggestions on how to stay safe online and took part in various activities.

Visual Art    

Students inquired on Surrealism and analyzed paintings of Salvador Dali, the most influential surrealist artist of the 20th century. They critiqued Dali’s work and expressed their understanding using “I notice and I wonder” strategy. Students researched and gathered information on Salvador Dali to gain knowledge on his technique, style, and concept.


Students focused on creating a freestyle dance routine individually after their research and reflection activity based on the presentations they watched in class.


In the class students learned about finding peace through music to resolve conflicts across society, they had a group discussion and they also listened to songs like “Imagine” by John Lennon and “knocking on heaven’s door” by Bob Dylan , Black or White (Michael Jackson) in order to know how music and songwriting played important role in bringing peace in society. They presented their ideas through which they spread peace through their music. 

Physical education

The students continued with their practice and enthusiastically participated in  various track and field events (50, 100mtr and relay) and March past for the Inter house Athletic MeetThey displayed fierce competitiveness while participating in different races to win points for their respective houses.


Students watched a demo on how to use library catalog for searching books using library software ‘Destiny’. Students searched books with keywords, title and author name. After searching books online, students successfully located the same book on the shelves too. This activity helped them in searching for library books independently.

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