Lesson 10: Conflict Resolution

Learning intentions

  • Practice fine motor and hand-eye coordination skills to achieve a goal in groups.
  • Identify strategies to understand the perspectives of others.
  • Perform a scenario in pairs to practice conflict resolution skills.


Episode: 'Yarn Storming' - Lottie’s new ‘thing’ is yarn storming – covering objects in the playground with brightly coloured patches of knitted wool – and she’s enlisted everyone else to help. But will Eddie and the kids be able to stop her before she yarn storms EVERYTHING?!

Find 'Yarn Storming' on NITV, Netflix or SBS On Demand

'We all know Lottie gets big ideas yeah, maybe even too big!' – Eddie



Gather three different colours of wool, masking tape and scissors ahead of the lesson. Complete the following steps before introducing the ‘Giant Plait’ task to the class.

  1. Using one colour of wool, cut 10-20 lengths measuring 60-100cm. This forms one ‘cluster’ of wool.
  2. Repeat the step above to make three clusters in total, each in a different colour.
  3. Knot the three clusters together then use masking tape to attach the loose strands (above the knot) to the edge of the table.
  4. If students have not yet mastered left and right, write these terms on sticky notes and attach them to the table. This will be helpful scaffolding for later instructions.

To begin the lesson, assign students to groups of four or five, explaining that each group will work together to create thick plaits using the lengths of wool. Ask each group to self-nominate three ‘makers’ who will produce the giant plait. The remaining students in each group will be ‘leaders’ who guide the process.

Refrain from advising students how to navigate over or around each other: this is part of the open-ended problem-solving and one of the leader's roles. This activity is an opportunity for students to practice negotiation and collaboration.

  1. Ask each of the makers to gather a single cluster, taking the time to tidy the wool by combing it with their hands.
  2. Support students by modelling how a plait is made, then explicitly guide the making with directions such as ‘left over centre, right over centre, left over centre’. Repeat until the plaits reach the end. Call upon the student leaders to give further advice and provide encouragement.
  3. Support students by modelling or helping to tie the ends of the plaits into a knot, or tie using a rubber band.


    To create space for a class discussion, students gather with the display of completed wool plaits in the centre of a sitting circle. Invite students to reflect on the process:

    • What did you notice about working with your peers in the plait-making activity?
    • Now that the plait is made, who does it belong to? What might you do with it now? How will your group decide?
    • What does the word ‘conflict’ mean to you? How might we work through conflict with a friend?

    View the Eddie’s Lil’ Homies episode titled ‘Yarn Storming’, asking students to focus on how the characters collaborate and work through conflict that arises.


    We all see the world through our own eyes. Sometimes we experience the same situation very differently, and this can lead to conflict. Conflict is when we don’t get along well with others. Explain to students that conflict is normal; something we all experience from time to time.

    We can resolve conflict by communicating with each other and trying to understand each other's perspectives. This means we need to give time and space for others to speak, look, listen and understand. Communication is an important skill we all need to learn and practice to resolve conflicts we have with each other.

    In ‘Yarn Storming’, Lottie had big dreams to yarn storm the whole playground...including the flats! Everyone was having fun at first, yarn storming the bin, basketball hoop and friendship bench. Then, once the group felt tired and under pressure to keep knitting, yarn storming stopped being fun.

    When Eddie invited Lottie to talk things through, the group had an opportunity to tell Lottie how they felt. Lottie could also share her perspective on the same situation.

    Lottie’s friends learnt that they could voice their opinions to her, remain open to hearing her perspective, and share how she needs to take care of herself too.


    As a class, document the reasons ‘for’ and ‘against’ yarn storming the flats. Lottie’s perspective informs the arguments ‘or yarn storming, while the perspectives of Tal, Decks, Junior, Eddie and Lachie inform the arguments against it.

    Next, assign students into groups and have them role-play this situation, pretending it is being discussed in a friendship group. In this improvised play activity, students can explore how to negotiate differing perspectives: Lottie who has grand plans to yarn storm the flats, and the group who are tired of knitting and are worried about Lottie’s wellbeing. Encourage students to consider how they can take turns to talk, listen to the opposing character's perspective, and persuade each other why talking things through is important. In the final minute ask students to arrive at a compromise where they both agree on what they will do next.


    To foster communication strategies for collaboration and enable students to demonstrate their understanding, ask students to form small groups to join the giant plaits together. Then ask students to work together to yarn storm something in the classroom. Remind students they will need to negotiate how to successfully join the giant plaits, take turns, listen to each other, and communicate clearly.

    Teams may benefit from discussing how they will work together before they begin yarn storming. For example, would they like to draw a plan first? Will the members of the team have dedicated roles? How will the students deal with frustrations or conflicts in the group if they arise? 


    Australian Curriculum Links

    Years 1 and 2
    Critical and Creative Thinking
    Identify and explore relevant points in information provided on a topic.
    Prioritise the information that is most relevant to the topic of study.
    Identify and explore relevant information from a range of sources, including visual information and digital sources.
    Identify and explain similarities and differences in selected information.
    Explore different ways of using language to express preferences, likes and dislikes.
    Explore the contribution of images and words to meaning in stories and informative texts.
    Explore language to provide reasons for likes, dislikes and preferences.
    Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
    Respond to stories and share feelings and thoughts about their events and characters.
    Explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs.
    Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
    Discuss literary texts and share responses by making connections with students’ own experiences.
    Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.
    Identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs.
    Interact in informal and structured situations by listening while others speak and using features of voice including volume levels.
    Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently.
    Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures.
    Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.
    Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.
    Health and Physical Education
    Identities and change
    Investigate who they are and the people in their world.
    Describe their personal qualities and those of others, and explain how they contribute to developing identities.
    Interacting with others
    Practise personal and social skills to interact respectfully with others.
    Identify and explore skills and strategies to develop respectful relationships.
    Movement and Physical activity
    Practise fundamental movement skills in minor game and play situations.
    Practise fundamental movement skills and apply them in a variety of movement situations.
    Investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness.
    Social management
    (Negotiate and resolve conflict)
    Share experiences of cooperation in play and group activities.
    Listen to others’ ideas, and recognise that others may see things differently from them.
    Identify cooperative behaviours in a range of group activities.
    Practise solving simple interpersonal problems, recognising there are many ways to solve conflict.
    Social Awareness
    Appreciate diverse perspectives
    Acknowledge that people hold many points of view.
    Describe similarities and differences
    in points of view between themselves and people in their communities.

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