A Future Built on Peace and Justice ๐ŸŒŸ

Achieving SDG 16 is fundamental to the success of all the other SDGs. By fostering peaceful, just, and inclusive societies, we can create a sustainable future for all. Letโ€™s come together to build a world where peace, justice, and strong institutions are a reality for everyone. ๐ŸŒโš–๏ธ

A Future Built on Peace and Justice ๐ŸŒŸ

Achieving SDG 16 is fundamental to the success of all the other SDGs. By fostering peaceful, just, and inclusive societies, we can create a sustainable future for all. Letโ€™s come together to build a world where peace, justice, and strong institutions are a reality for everyone. ๐ŸŒโš–๏ธ

Sustainable Development Goal (SDG) 16 isnโ€™t just a goal; itโ€™s the backbone of a functioning, fair society. It focuses on promoting peaceful and inclusive societies for sustainable development, providing access to justice for all, and building effective, accountable institutions at all levels. Letโ€™s delve into the heart of this goal and how we can all play a part in achieving it. ๐ŸŒ๐Ÿค

Understanding SDG 16 ๐ŸŽฏ

SDG 16 is about creating a world where peace, justice, and strong institutions are a reality for everyone. It aims to reduce violence, end abuse and exploitation, and ensure that everyone has equal access to justice and representative institutions. ๐Ÿ•Š๏ธ๐Ÿ›๏ธ

The Importance of Peace and Justice โœจ

A peaceful society is the foundation for every other aspect of development and well-being. Without justice and strong institutions, we cannot hope to achieve other SDGs. Itโ€™s about creating a stable environment where every individual can flourish. โš–๏ธ๐Ÿ’ก

Key Focus Areas ๐Ÿ”

  1. Reducing Violence: Tackling all forms of violence and working towards conflict resolution. ๐Ÿšซ๐ŸฅŠ
  2. Ensuring Justice for All: Improving access to justice and building effective, accountable, and inclusive institutions. โš–๏ธ๐Ÿ‘ฅ
  3. Fighting Corruption: Reducing bribery and corruption and developing transparent systems. ๐Ÿ’ผ๐Ÿšซ
  4. Inclusive Societies: Ensuring inclusive decision-making and representation in institutions. ๐ŸŒˆ๐Ÿ™‹

How Can We Contribute? ๐Ÿค”

  1. Promote Non-Violence: Advocate for and engage in non-violent conflict resolution. ๐ŸคโœŒ๏ธ
  2. Support Fair Justice Systems: Back initiatives that promote access to justice for all. โš–๏ธ๐Ÿคฒ
  3. Stand Against Corruption: Encourage transparency and accountability in governance. ๐Ÿšซ๐Ÿ’ผ
  4. Engage in Community Decisions: Participate in or support inclusive political processes. ๐Ÿ‘ฅ๐Ÿ—ณ๏ธ

#SDG16 #PeaceAndJustice #StrongInstitutions #SustainableDevelopment #InclusiveSociety ๐ŸŒ๐Ÿ•Š๏ธโš–๏ธ๐Ÿ›๏ธ๐ŸŒ


Sustainable Development Goal (SDG) 16 aims to promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels.

In today's interconnected world, understanding the fabric of peace, justice, and strong institutions is more important than ever for young minds. Sustainable Development Goal 16 focuses on promoting a peaceful and just society for all, underpinned by strong, fair, and effective institutions. The following big questions invite students to delve deep into these concepts, exploring the significance of living harmoniously, the role of justice in resolving conflicts, and the importance of robust institutions in maintaining societal order. These questions are designed to provoke thought, encourage discussions, and inspire actions that contribute to a fairer, more peaceful world. Through exploring these questions, students can begin to grasp the complexities of social justice and the essential steps toward achieving a sustainable future for all.

Here are six big questions that could spark meaningful discussions among students regarding SDG 16:

  1. What does peace mean to you, and why is it important in our community?
    This question encourages students to reflect on their personal understanding of peace and its significance in fostering a harmonious community. It can lead to discussions on how peace affects their daily lives and the lives of others around the world.
  2. How can we ensure that everyone is treated fairly and has the same opportunities?
    This question addresses the issues of justice and equality, encouraging students to think about fairness in terms of access to opportunities, including education, healthcare, and participation in society. It prompts discussions on discrimination, inequality, and ways to promote inclusivity.
  3. What role do schools play in making sure all voices are heard?
    By focusing on the familiar setting of schools, this question helps students explore the concept of inclusivity and representation. It encourages them to think about how decisions are made in schools and how they can ensure that everyone, including students and staff, has a say.
  4. Why is it important for leaders to be honest and accountable?
    This question invites students to consider the qualities of effective leadership and the impact of accountability and transparency on public trust and societal well-being. It can lead to discussions on examples of good leadership and the consequences of corruption.
  5. How can children and young people help to promote peace and justice in their communities?
    Encouraging active participation, this question asks students to think creatively about how they, as young individuals, can contribute to peace and justice. It can inspire discussions on acts of kindness, community service, and how to stand up against injustice.
  6. What can we do to support people who are treated unfairly in our society?
    This question challenges students to think about empathy, compassion, and action. It promotes discussions on identifying injustice and exploring practical ways to support and advocate for those who are marginalized or disadvantaged.

These questions are designed to be open-ended and thought-provoking, allowing for varied responses and fostering critical thinking and empathy among students. They can be tailored to the specific context and experiences of the students to make the discussion as relevant and engaging as possible.

Goal-Problem-Solution Scenario ๐ŸŽฏ

The Goal Problem Solution (GPS) method is a three-part structured summary:

  • Goal: The goal you are trying to achieve
  • Problem: The problem that is preventing you from reaching your goal
  • Solution: What I/we/you are going to do to solve the problem

Understanding and fostering peace and justice requires compassion, awareness, and proactive engagement.

This simplified GPS framework is designed to make these concepts accessible and actionable for students in Stages 2 and 3.


Promote Peace, Justice, and Strong Institutions Everywhere


Understanding Peace, Justice, and the Role of Institutions

  1. What are Peace and Justice? Peace is more than the absence of war; it's about creating an environment where everyone feels safe, respected, and included. Justice means ensuring that everyone has the same opportunities to succeed and that their rights are protected, regardless of who they are.
  2. How Do Peace and Justice Affect People and Communities? A lack of peace and justice can lead to fear, conflict, and inequality. This affects how people live, their access to education, healthcare, and opportunities to improve their lives. It can also lead to people being treated unfairly by the law or excluded from participating in society.
  3. What is the Role of Institutions? Institutions like schools, courts, government bodies, and law enforcement agencies play a crucial role in maintaining peace and justice. They are responsible for making sure laws are fair, protecting people's rights, and providing services that help society function smoothly.

Taking Action to Promote Peace, Justice, and Strong Institutions

Actions for Stage 2

  1. Education and Awareness:
    • Learn: Discuss the concepts of peace, justice, and the importance of strong institutions in class. Explore stories of peacemakers and justice leaders from around the world.
    • Share: Create art projects or presentations about what peace and justice mean and share these with the school community.
  2. Community Engagement:
    • Participate in Peace Projects: Engage in school or community projects that promote peace, like a peace garden or a mural project that highlights different cultures and promotes inclusivity.
    • Support Local Initiatives: Help out in community centres or local initiatives that aim to support marginalized groups or provide legal aid.
  3. Empathy and Understanding:
    • Reflection: Write essays or poems from the perspective of someone seeking justice or peace, fostering empathy and understanding for different experiences.

Actions for Stage 3

  1. Advocacy and Awareness:
    • Campaigns: Lead or participate in campaigns to raise awareness about the importance of peace, justice, and strong institutions. This could involve creating educational content, hosting discussions, or engaging with local leaders.
    • Educational Events: Organize events like debates or workshops on topics related to human rights, the rule of law, and how students can contribute to a more just and peaceful world.
  2. Direct Action:
    • Volunteering: Dedicate time to volunteer with organizations that work towards legal aid, refugee support, or conflict resolution.
    • Fundraising: Organize events to raise funds for NGOs that promote peace, justice, and the development of strong institutions globally.
  3. Global Connection:
    • Global Awareness Projects: Collaborate on projects with students from other countries to learn about peace and justice in different contexts, fostering a global perspective and solidarity.


By exploring the concepts of peace, justice, and the importance of strong institutions, and by actively participating in related activities, students can contribute to building a more peaceful and just world. Engaging with these issues helps students develop compassion, critical thinking, and a sense of responsibility towards their community and the world at large. Through these actions, young individuals learn that they have the power to make a positive difference.

Resources and insights to support your investigation:

  1. Inspiring Inquiry: This website provides links and resources to investigate SDG 16 Peace and Justice.
  2. Living in a Peaceful Society: Peace is vital for the well-being and growth of individuals, communities, and nations1. A peaceful environment fosters social stability, human rights, and economic development1. In a peaceful environment, businesses can thrive, and people can invest in their future without fear of losing their assets to violence or unrest1. This fosters innovation, creates jobs, and ultimately raises the overall standard of living1.
  3. Role of Justice in Solving Disputes: Justice plays a crucial role in maintaining social stability by preventing conflicts2. When societies prioritize peace, they actively attempt to address the root causes of conflicts, such as unequal resource distribution or ethnic tensions2. Courts impartially resolve conflicts by applying relevant laws to the case facts3.
  4. Importance of Strong and Fair Institutions: Institutions serve as a safeguard against abuse of power. They create mechanisms to hold individuals accountable for their actions and promote justice and equality4. Effective governance requires the establishment of systems that uphold the principles of justice and maintain peace4.
  5. Promoting Peace and Justice: Governments, civil society, and communities need to work together to find lasting solutions to conflict and insecurity5. Strengthening the rule of law and promoting human rights is key to this process5. Individuals can contribute by participating in community events, attending local government meetings, and promoting dialogue and understanding6.
  6. Access to Justice and Strong Institutions for Environment Protection and Sustainability: Effective laws and policies and strong institutions provide the necessary foundation for environmental protection and enforcement in order to create resilience to environmental crises, stop environmental crime, and reduce future pandemic risks7.
  7. Role of Technology in Achieving Peace, Justice, and Building Strong Institutions: Technology can play a significant role in peace-building processes and practices8. It can help overcome barriers to justice and peace, build trust, promote dialogue, and lead to lasting peace4. Technology can also improve access to justice by bringing more inclusiveness, affordability, and efficiency in the system9.

For Australian resources, you can refer to the โ€œRights and freedoms Defining Moments, 1945โ€“presentโ€ module provided by the National Museum of Australia10 and the โ€œAustralia as a nationโ€ resource by the NSW Department of Education11.

These resources provide classroom activities and investigations that align with the Australian Curriculum and can be adapted to focus on peace, justice, and strong institutions.

Other resources to help young people have courageous conversations:

Project Ideas ๐Ÿ’ก

Engaging students in projects related to Sustainable Development Goal (SDG) 16 can help them understand the importance of peace, justice, and strong institutions. Here are eight project ideas tailored for students in stages 2 and 3, designed to foster understanding, empathy, and action towards achieving this goal:

  1. Peace Poster Project
    • Objective: Students create posters that represent what peace means to them, using symbols, slogans, and artwork.
    • Skills: Creativity, empathy, and communication.
    • Outcome: A school or community exhibition that raises awareness and promotes discussions about the importance of peace.
  2. Local Hero Interview Series
    • Objective: Students interview community members who have worked towards promoting justice or peace, such as police officers, judges, social workers, or activists.
    • Skills: Research, communication, and listening.
    • Outcome: A compilation of interviews (written, video, or presentation) showcasing local efforts towards SDG 16, shared with the school or community.
  3. Mock Trial
    • Objective: Organize a mock trial to understand how the justice system works, the importance of fair trials, and the role of different legal professionals.
    • Skills: Critical thinking, public speaking, and teamwork.
    • Outcome: Students gain a hands-on understanding of the judicial process and the importance of justice.
  4. Peace and Justice Through Literature
    • Objective: Read and discuss books or stories that explore themes of peace, conflict resolution, and justice. Students can then create their own stories, plays, or poems on these themes.
    • Skills: Reading comprehension, empathy, and creative writing.
    • Outcome: A literary collection or a performance evening where students showcase their work, promoting peace and justice.
  5. Community Service Project
    • Objective: Identify a local issue related to peace or justice (e.g., bullying, vandalism) and organize a community service project to address it.
    • Skills: Problem-solving, teamwork, and community engagement.
    • Outcome: Problem-solving, teamwork, and community engagement.
  6. Global Peace Pen Pals
    • Objective: Connect with students from another country to exchange letters or emails discussing daily life, culture, and ideas on how to promote peace and justice globally.
    • Skills: Cultural awareness, writing, and empathy.
    • Outcome: Enhanced global understanding and friendships, along with a final presentation on what was learned from the exchange.
  7. Rights and Responsibilities Campaign
    • Objective: Create a campaign to educate peers about children's rights and responsibilities under the law, emphasizing the importance of respecting others' rights to promote peace.
    • Skills: Research, advocacy, and design.
    • Outcome: Educational materials (posters, brochures, social media posts) that raise awareness about rights and responsibilities within the school community.
  8. Documentary Project on SDG 16
    • Objective: Students research and create a short documentary on what SDG 16 entails, including interviews, case studies, and examples of peace and justice initiatives.
    • Skills: Research, technical (video editing), and storytelling.
    • Outcome: A documentary that can be shared with the school, parents, and on social media to educate and inspire others about the importance of peace, justice, and strong institutions.

Each of these projects can be adjusted in scope and depth to match the students' ages, abilities, and resources. The goal is to provide meaningful, engaging, and educational experiences that not only teach about SDG 16 but also empower students to become active contributors to a more peaceful and just world.

Gamification Options ๐Ÿ‘พ

Gamification involves incorporating game design elements into non-game contexts to enhance engagement and learning. For Sustainable Development Goal (SDG) 16, which focuses on promoting peace, justice, and strong institutions, gamification can make these concepts more accessible and engaging for students. Here are some gamification options tailored for educational settings, particularly for younger audiences in stages 2 and 3:

  1. Peacekeeper Quest
    • Concept: A role-playing game where students assume the roles of peacekeepers in a fictional world. They go on missions to resolve conflicts, negotiate peace deals, and help communities rebuild.
    • Gamification Elements: Levels, challenges, rewards (e.g., unlocking new peace missions or gaining peacekeeper tools), and character development.
  2. Justice League Academy
    • Concept: An interactive game where students become members of a "Justice League," solving cases that involve ethical dilemmas, rights violations, or community disputes.
    • Gamification Elements: Case files (scenarios), badges for successful conflict resolution, leaderboards for engagement, and team roles (e.g., investigator, mediator, advocate).
  3. Build Your Ideal Society
    • Concept: A simulation game where students create and manage their own societies, making decisions that affect peace, justice, and governance within their society.
    • Gamification Elements: Society points for peace and justice achievements, challenges to test their society's resilience (e.g., natural disasters, societal disputes), and a marketplace to exchange ideas with other societies.
  4. Rights and Responsibilities Race
    • Concept: A board or digital game that involves moving around a track by answering questions correctly about rights, responsibilities, and how to contribute to a peaceful society.
    • Gamification Elements: Dice rolls, question cards, "challenge" or "opportunity" spaces that either advance or set back the player, and rewards for completing a lap (e.g., contributing a peace initiative to the community).
  5. Peaceful Planet: The Card Game
    • Concept: A card game where players collect sets of cards representing different aspects of peace, justice, and strong institutions. Players can trade cards, face challenges, and work towards building a complete "peaceful planet."
    • Gamification Elements: Card trades, challenge cards that require problem-solving, and special events that can disrupt or aid progress.
  6. Justice and Peace Detective
    • Concept: An augmented reality (AR) game where students use a smartphone or tablet to find virtual clues in their real-world environment, solving mysteries related to justice and peace.
    • Gamification Elements: AR clues, time-limited challenges, digital badges for solving cases, and a storyline that progresses with each solved mystery.
  7. Global Peace Treaty Negotiation Simulation
    • Concept: An online multiplayer game where students represent different countries or groups, negotiating treaties on various issues (e.g., disarmament, human rights protection).
    • Gamification Elements: Negotiation rounds, points for successful agreements, a diplomacy rating, and a global leaderboard.
  8. SDG 16 Trivia Challenge
    • Concept: A quiz-style game where students answer questions related to SDG 16, including peace, justice, and governance. Can be played in teams or individually.
    • Gamification Elements: Points for correct answers, lifelines (e.g., poll the class), levels of increasing difficulty, and achievements for milestone scores.

These gamification options can be tailored to the age and interests of the students, making the learning process about SDG 10 interactive, fun, and impactful.

Curriculum alignment ๐Ÿ“

Aligning educational activities with Sustainable Development Goal 16 (SDG 16), "Peace, Justice, and Strong Institutions," within the Australian and NSW curriculum for students in Stages Two and Three involves integrating themes of peace, fairness, inclusivity, leadership accountability, and community activism. Hereโ€™s how these themes can be integrated across different subjects:

Australian Curriculum Alignment
Subject Area Content Descriptor Code(s) Content Descriptor SDG 16 Connection Example Activity
Mathematics ACMSP096, ACMSP118 (Stage 2) ACMSP144, ACMSP145 (Stage 3) Data Representation and Interpretation Understanding social equality through data Students collect and analyse data on community resources to identify disparities and propose equitable solutions.
Science ACSSU073 (Stage 2) ACSSU112 (Stage 3) Biological Sciences Investigating the impact of environmental justice Explore how environmental issues disproportionately affect certain communities and discuss solutions for sustainable living.
Technology ACTDIP020 (Stage 2) ACTDIP029 (Stage 3) Digital Technologies Developing tools for social activism Design a digital platform or app to promote local peace and justice initiatives, including features for community engagement and education.
Humanities and Social Sciences (HASS) ACHASSK088 (Stage 2) ACHASSK139, ACHASSK140 (Stage 3) Civics and Citizenship The role of institutions in promoting fairness Research and present on how Australian legal and political institutions uphold justice and equality and suggest improvements.
English ACELT1609, ACELT1619 (Stage 2) ACELT1803, ACELT1610 (Stage 3) Literacy: Creating texts Expressing ideas about peace and justice Write persuasive essays or stories that explore themes of peace, justice, or the impact of leadership on society.
PDHPE ACPPS036 (Stage 2) ACPPS056 (Stage 3) Personal, Social and Community Health Promoting community well-being through peace Develop a class project focused on acts of kindness and community service to support local peace and justice efforts.
NSW Curriculum Alignment
Subject Area Content Descriptor Code(s) Content Descriptor SDG 16 Connection Example Activity
Mathematics MA2-1WM, MA3-1WM Working Mathematically Analysing equity through mathematical investigation Undertake statistical projects to assess equality in community access to green spaces or public services, presenting findings.
Science ST2-11LW, ST3-11LW Living World Environmental stewardship and justice Conduct projects on local environmental health, examining the importance of protecting natural habitats for community well-being.
Technology TE2-1DP, TE3-1DP Technology Mandatory Technology as a tool for civic engagement Create technology projects that address a social justice issue, like a campaign to improve inclusivity in school activities.
Humanities and Social Sciences (HASS) GE2-2, GE3-2 Features of Environments Exploring the importance of fair and just societies Investigate global examples of injustice and discuss the role of international organizations in promoting peace and justice.
English EN2-2A, EN3-2A Objective: Compose texts Advocating for social justice through narrative Encourage students to write creative pieces that highlight the importance of peace and justice or reflect on the consequences of inequality.
PDHPE PD2-7, PD3-7 PDHPE Building inclusive communities for health and well-being Organize initiatives that promote understanding, inclusion, and support for marginalized groups within the school or local community.

Example Activities Explained:

  • Reflecting on Peace and Fairness: Through discussions and activities in HASS or English, students can explore personal definitions of peace and justice, examining how these concepts impact society and how they can contribute to positive change.
  • Promoting Inclusivity in Schools: Technology classes can engage students in creating digital platforms that ensure all voices are heard in the school community, promoting inclusivity and representation.
  • Understanding Environmental Justice: In Science, students investigate how environmental degradation affects different communities and discuss sustainable practices that support environmental health and justice.
  • Leadership and Accountability: Humanities and Social Sciences (HASS) lessons might focus on the qualities of effective, accountable leadership and the importance of transparent institutions in maintaining social trust.
  • Community Activism and Support: Through PDHPE, students can initiate projects that support marginalized groups, fostering empathy and understanding within the community.

These tables provide structured ways to integrate SDG 16 into both the Australian and NSW curriculums, ensuring students across various subjects engage with critical issues of peace, justice, and strong institutions. These activities aim to promote awareness, critical thinking, empathy, and active participation in fostering a just, peaceful, and inclusive society.

Cross-Curricular collaboration ๐Ÿ–‡๏ธ

Here are two project ideas related to Sustainable Development Goal (SDG) 16: Peace, Justice, and Strong Institutions for students in Stages 2 (Years 3โ€“4) and 3 (Years 5โ€“6):

  1. Community Peace Mural Project:
    • Objective: Raise awareness about peace, justice, and community well-being.
    • Description:
      • Students collaborate to create a large mural that represents peace, unity, and justice.
      • Each student designs and paints a section of the mural, incorporating symbols, messages, and colours related to peace.
      • The mural can be displayed in a school hallway, community centre, or local park.
    • Learning Outcomes:
      • Understanding the importance of peace and justice in building strong communities.
      • Developing teamwork, creativity, and artistic skills.
      • Communicating messages through visual art.
  2. Mock Trial: Justice in Action:
    • Objective: Explore the legal system and understand the role of justice.
    • Description:
      • Students participate in a mock trial, taking on roles such as lawyers, judges, witnesses, and jurors.
      • Create a fictional case related to a community issue (e.g., environmental pollution, cyberbullying, theft).
      • Research legal procedures, gather evidence, and present arguments during the trial.
      • Discuss the importance of due process, fairness, and the rule of law.
    • Learning Outcomes:
      • Understanding the legal system and the concept of justice.
      • Developing critical thinking, public speaking, and teamwork skills.
      • Reflecting on the impact of legal decisions on individuals and society.

Remember to adapt these projects based on the studentsโ€™ interests, resources, and available time. Encourage them to think critically, collaborate, and consider the real-world implications of their actions in promoting peace and justice. ๐ŸŒโœŒ๏ธโš–๏ธ

Cross Curricula Lesson Plan: Crafting a Peaceful World Together

Grade Levels: Stages 2 and 3

Subject: Social Studies/Global Citizenship

Objective: Students will understand the importance of global peace, explore various perspectives on achieving peace, and develop their own projects to promote peace using the GPS (Goal, Problem, Solution) model.

Materials Needed:

  • Access to internet for research.
  • Paper and art supplies for project creation.
  • Multimedia tools (optional) for creating digital presentations.

Lesson Duration: 2-3 hours

Key Vocabulary: World Peace, Empathy, Global Citizenship, Conflict Resolution, Communication

Introduction (15 minutes)

  • Start with a discussion on what peace means to students. Ask them to share what they think are the biggest barriers to peace.
  • Introduce the GPS model as a framework for thinking about how to achieve peace: Goal (what they hope to achieve), Problem (challenges to achieving peace), Solution (how they propose to address these challenges).

Research and Exploration (30 minutes)

  • Students research different perspectives on world peace, including cultural, historical, and contemporary views. Encourage them to explore case studies of individuals or groups who have worked towards peace.
  • Discuss how understanding different viewpoints can lead to empathy and better communication, which are key to resolving conflicts.

Brainstorming Session (20 minutes)

  • In groups, students use the GPS model to identify a specific goal related to world peace that they are passionate about.
  • They discuss and list down the problems or challenges that hinder achieving this goal.
  • Students brainstorm potential solutions or projects they could undertake to address these problems.

Project Development (45 minutes)

  • Groups select one solution to develop into a detailed project plan. This can be a campaign, an event, a digital platform, or any initiative that promotes peace.
  • They outline the steps needed to implement their project, considering resources, timelines, and their target audience.
  • If time allows, students can start creating project materials, such as posters, videos, or presentation slides.

Presentation and Feedback (30 minutes)

  • Each group presents their project to the class, explaining how it uses the GPS model to promote peace.
  • Encourage constructive feedback from peers, focusing on the feasibility and impact of the proposed solutions.

Reflection and Discussion (10 minutes)

  • Reflect on the importance of global citizenship and individual action in promoting peace.
  • Discuss how students can apply what they've learned in their daily lives and communities to make a positive impact.


  • Evaluate students based on their participation in discussions, the creativity and feasibility of their project plans, and their ability to effectively use the GPS model.

Extension Activity:

  • Students could implement their projects within the school or local community, possibly in collaboration with local organizations or as part of a school-wide Peace Day event.

Standards Alignment:

  • This lesson supports the Australian Curriculumโ€™s emphasis on personal and social capability, critical and creative thinking, and ethical understanding by encouraging students to engage with complex global issues, develop empathy, and take constructive action towards societal challenges.

Cross Curricula Lesson Plan: "A Day in the Life" Story Project


Students will develop empathy and understanding by exploring the daily life challenges of a child living in poverty. This cross-curricular lesson integrates social studies, language arts, and health to provide a comprehensive understanding of poverty's impact on children's lives globally.

Grade Levels: Stages 2 and 3

Subjects Covered:

  • Social Studies: Understanding global poverty and its causes.
  • Language Arts: Storytelling and comic strip creation.
  • Health and Physical Education: Discussion on nutrition, clean water, and healthcare access.

Materials Needed:

  • Access to research resources (books, internet, documentaries).
  • Writing and drawing supplies for stories and comic strips.
  • Template for comic strips (optional).

Lesson Duration: 3-4 hours (can be split over several class periods)

Key Vocabulary: Poverty, empathy, global citizenship, inequality, resilience

Lesson Plan Outline:

Introduction (15 minutes):

  • Start with a brief discussion on poverty: what it means, where it is found, and its impact on children's lives.
  • Introduce the "A Day in the Life" project, explaining the objective and what students will be doing.

Research Phase (45 minutes):

  • Students research the daily challenges faced by children living in poverty around the world. Focus areas include access to education, nutrition, clean water, and healthcare.
  • Use case studies or stories from charities/NGOs working with impoverished communities to give real-life context.

Planning and Storyboarding (30 minutes):

  • Students plan their stories or comic strips. They should decide on the setting, characters, and plot, which should incorporate the challenges researched earlier.
  • Encourage students to think about how these challenges affect the child's day-to-day life and how they cope or find joy amidst hardships.

Writing and Creation Phase (60 minutes):

  • Students write their stories or create their comic strips. Encourage creativity, but also remind them to stay respectful and empathetic towards the subject matter.
  • For comic strips, provide a basic template to help structure their work.

Presentation and Reflection (60 minutes):

  • Students present their stories or comic strips to the class.
  • Follow up with a reflection session: discuss the emotional impact of the stories, what students learned about the lives of children in poverty, and what actions can be taken to support those in need.


  • Assess students based on their engagement with the research process, creativity in their storytelling or comic strip creation, and depth of reflection during the discussion.

Cross-Curricular Connections:

  • Social Studies: Understanding global issues and developing global citizenship skills.
  • Language Arts: Developing narrative skills and exploring different mediums of storytelling.
  • Health: Learning about the importance of nutrition, clean water, and healthcare.

Extension Activities:

  • Organize a school-wide story or comic strip exhibition to raise awareness about child poverty.
  • Partner with a local charity to support children in poverty, possibly through a fundraiser or donation drive initiated by students.

Standards Alignment:

This lesson plan aligns with educational standards by fostering empathy, critical thinking, and global awareness, encouraging students to engage with complex social issues and develop a deeper understanding of the world around them.

Additional lesson plan for Discussing Sensitive Topics in Education

Creating a lesson plan on a topic as sensitive and complex as the Gaza-Israel conflict requires careful consideration to ensure it is age-appropriate, respectful, and educative. Below is a framework designed for students in stages 2 and 3, focusing on the importance of understanding world affairs and recognizing the complexity of international conflicts.

Guidelines for discussing sensitive topics:

These guidelines aim to foster a respectful, informed, and empathetic approach to teaching complex issues, ensuring students, educators, and parents navigate these discussions constructively.

Preface: Guidelines for Discussing Sensitive Topics in Education

As educators and guardians of young minds, we approach the task of discussing global conflicts and sensitive topics with a deep sense of responsibility. Our aim is to enlighten, not to frighten; to educate, not to polarize; to inspire empathy, not apathy. To ensure our community is onboard and aligned with these objectives, we propose the following guidelines:

  1. Educational Objectives First: Clarify the educational goals behind discussing complex issues. Emphasize the importance of developing critical thinking, global awareness, and empathy among students.
  2. Age-Appropriate Content: Ensure all discussions and materials are suitable for the students' age and maturity levels. Sensitive topics should be introduced in a way that is accessible and not overwhelming.
  3. Diverse Perspectives: Present multiple viewpoints to encourage understanding and respect for different narratives. Avoiding bias helps students form their own informed opinions.
  4. Parental Involvement: Invite parents and guardians to be part of the conversation. Providing resources or organizing informational sessions can help them engage with their children on these topics at home.
  5. Safe Space for Dialogue: Foster an environment where students feel safe expressing their thoughts and asking questions. Emphasize respect, listening, and the value of diverse opinions.
  6. Support for Emotional Responses: Recognize that discussions may evoke strong emotions. Have support mechanisms in place, such as access to counselling or debrief sessions, to help students process their feelings.
  7. Community Resources: Leverage community resources, including speakers from relevant organizations, cultural groups, or experts in peace education, to enrich the conversation.
  8. Ongoing Evaluation: Continuously assess the impact of these discussions on students, adjusting approaches based on feedback from all community stakeholders.

By adhering to these guidelines, we commit to nurturing informed, compassionate, and critical thinkers who are prepared to engage with the complexities of the world. Our collective effort can turn challenging discussions into opportunities for growth, understanding, and positive action.

Engaging the Community

To ensure the community is fully onboard:

  • Distribute a Community Letter: Share a letter similar to the one provided earlier to all parents and guardians, explaining the rationale, objectives, and support mechanisms in place for discussing sensitive topics.
  • Organize a Parent-Teacher Meeting: Before introducing these topics, hold a meeting to discuss the curriculum, address concerns, and hear suggestions from parents.
  • Feedback Mechanism: Establish a clear channel for parents, students, and educators to provide feedback or express concerns throughout the unit.
  • Transparency and Communication: Maintain open lines of communication with regular updates about what is being discussed in class and the outcomes of these discussions.

These steps, combined with the preface guidelines, aim to create a cohesive, supportive approach to addressing complex global issues within our educational community.

Lesson Plan: Understanding the Gaza-Israel Conflict


  • To introduce students to the basic historical and geographical context of the Gaza-Israel conflict.
  • To emphasize the complexity of international conflicts and the importance of investigating the world to form informed opinions.
  • To foster empathy and understanding by exploring diverse perspectives within the conflict.

Grade Levels: Stages 2 and 3 (Ages 7-12)

Subjects Covered:

  • Social Studies
  • History
  • Ethics

Materials Needed:

  • World map or globe
  • Access to age-appropriate documentaries or articles about the Gaza-Israel conflict
  • Storybooks or narratives showcasing perspectives from both sides.
  • Art supplies for creative expression

Lesson Duration: 2 hours (can be adjusted or split over multiple sessions)

Lesson Outline:

Introduction (20 minutes):

  • Start with a brief overview of the region's geography using a world map or globe to locate Gaza, Israel, and neighbouring countries.
  • Explain the concept of conflict in simple terms, emphasizing that disagreements can occur between people and countries.

Historical Context (20 minutes):

  • Provide a simplified timeline of the conflict, highlighting key events without delving into too detailed or graphic descriptions. Emphasize the long history and how it has affected people's lives on both sides.
  • Use storytelling or age-appropriate articles to convey this history, ensuring to maintain a neutral tone.

Exploring Perspectives (30 minutes):

  • Read aloud from two different storybooks or narratives, each representing a perspective from the Gaza-Israel conflict. Discuss the feelings and experiences of the characters, focusing on the human aspect rather than political details.
  • Encourage students to express what they learned about how children like them might feel living in such situations.

Group Discussion (20 minutes):

  • Lead a discussion on the importance of understanding different sides of a story, especially in conflicts. Use guided questions to encourage empathy and critical thinking, such as "How do you think children in Gaza and Israel might feel?" and "Why is it important to learn about people from different places?"

Creative Expression (30 minutes):

  • Provide art supplies and invite students to create a piece that reflects their feelings or learnings about the conflict. This could be a drawing, a poem, or a letter to a hypothetical friend in the region.
  • Explain that art can be a powerful way to express hope and empathy for others, even in difficult situations.

Conclusion (10 minutes):

  • Recap the dayโ€™s activities and what was learned about the Gaza-Israel conflict, emphasizing the value of peace, empathy, and understanding.
  • Discuss the idea that conflicts are complex and often rooted in long histories, but understanding and dialogue are key to finding solutions.


  • Ask students to share one thing they learned or felt during the lesson. Highlight the importance of investigating the world to form informed opinions and understand complex situations.

Extension Activities:

  • Organize a virtual exchange with students from a different part of the world to share perspectives and learn about each otherโ€™s cultures.
  • Create a class project focused on peace and understanding, like a peace garden or mural.


Given the sensitivity of the topic, it's crucial to approach this lesson with care, ensuring that materials are age-appropriate, and discussions are guided respectfully and sensitively. Always consider the diverse backgrounds and experiences of your students when planning and executing this lesson.

Engaging with the school community is paramount, especially when addressing sensitive and complex topics within the educational setting. It's essential to navigate these discussions with care, ensuring materials are suitable for young learners and that conversations are conducted respectfully. This approach fosters a supportive environment, encouraging open dialogue among students, educators, and families.

Hereโ€™s an example of the way to engage with parents and carers on sensitive topics, emphasising the importance of understanding, empathy, critical thinking, and action towards peace. It reassures parents about the educational intent behind discussing global conflicts like the Gaza-Israel conflict, aiming to educate, encourage empathy, promote critical thinking, and inspire action for peace. The letter invites feedback and open communication, reinforcing the school's commitment to a well-rounded, informed, and compassionate educational approach.

Dear Parents and Guardians,

I hope this letter finds you well. As part of our commitment to providing a holistic and meaningful education, we are introducing a new unit focused on understanding global conflicts, with a specific case study on the Gaza-Israel conflict. This topic is part of a broader curriculum aimed at fostering a deeper understanding of world events, encouraging empathy, and promoting peace.

The decision to discuss such a complex and sensitive topic with students in stages 2 and 3 has been made with careful consideration. We believe it is crucial for our students to develop a well-rounded perspective on global affairs, even those that might seem challenging to navigate. By engaging with this topic, we aim to:

  1. Educate: Provide students with a foundational understanding of the historical and geographical context of global conflicts, encouraging them to be informed global citizens.
  2. Encourage Empathy: Through exploring different perspectives and stories, we hope to cultivate empathy in our students for people who live in conflict areas, understanding that every individual has hopes, fears, and dreams just like they do.
  3. Promote Critical Thinking: Help students develop the ability to think critically about complex issues, understanding that there are often no simple answers to global conflicts.
  4. Inspire Action for Peace: Highlight the importance of peace-building and conflict resolution, showing that each person has the potential to contribute to a more peaceful world.

We understand that topics of this nature may raise concerns, and we want to assure you that our approach will be age-appropriate, sensitive, and unbiased. Our goal is not to impart any political views but to encourage students to think about the world in a more informed and compassionate way.

We welcome any questions or concerns you might have about this unit and invite you to contact us if you would like to discuss the content further or have any suggestions. Your feedback is invaluable to us as we navigate these important discussions with your children.

Thank you for your continued support and trust in our school. Together, we can prepare our students to become thoughtful, informed, and compassionate members of our global community.

Warm regards,

[Your Name]
[Your Position]
[Your Contact Information]

P.S. If you are interested in resources or would like to further discuss the impact of discussing global conflicts with children, please don't hesitate to reach out. Your involvement and input are crucial to the success of our educational endeavours.


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