Peacekeeper Slides Presentation Phase 1: Diagnostic Lab
Peacekeeping Pros
Analysing the biological response to conflict and mastering assertive resolution strategies.
Physiological Response
Conflicts trigger the Amygdala Hijack—an automatic survival response that shuts down our rational thinking.
Secondary Triggers:
Social exclusion or group chat drama
Public embarrassment or 'call-outs'
Perceived lack of respect or fairness
Biometric Warnings
Thermal Shift
BPM Increase
Muscle Tension
Tunnel Vision
Cognitive De-escalation
Reset
Intentional breathing to re-engage the prefrontal cortex.
Modulate
Keep tone neutral. A 'Low-Heat' voice prevents escalation.
Reframing
Identify the problem as something 'outside' of both people.
Strategy: You cannot negotiate with a 'Hijacked Amygdala'. Cool down first.
Active Validation
01
Total Presence
Physical cues of listening: eye contact, nodding, ignoring distractions.
02
The Verification
"So if I have this right, you feel [emotion] because [reason]..."
03
No Defense
Avoid the urge to justify yourself while they are speaking.
Dialogue Prompts:
"Walk me through what happened..."
"It sounds like that made you feel..."
"Help me see it from your side."
"What part of this is the biggest issue?"
Assertive Communication
I FEEL...
WHEN...
I NEED...
Aggressive Attack:
"You're being such a fake friend on your story!"
Assertive Power:
"I feel excluded when I see the group out together without me. I need more honesty between us."
The Lab Simulation: Mediation
1. Protocol
Agreement on rules: honesty, respect, and no interruptions.
2. Narrative
Both parties present their narrative without contradiction.
3. Synthesis
Mediator synthesises the core emotional needs of both sides.
4. Outcome
Brainstorming fair compromises that address the core issue.
Goal
Shift from 'Winning' to 'Resolving'.
System Check
Apply your tools to a simulation scenario.
Process:
Audit the physiological cues
Deploy a de-escalation tool
Verification:
Assertive I-Statement used
Win-Win compromise found
Conflict Scenarios Cards Activity Conflict Mechanic Scenarios
PRACTICE CARDS FOR YEAR 8 SOCIAL DYNAMICS
01: THE GROUP CHAT
You see a screenshot of a group chat where a 'friend' is making fun of your outfit from yesterday. When you see them in the corridor, they act like everything is normal.
#CyberConflict#I-Statements
02: THE HANG OUT
Your close friend group went to the movies without inviting you. They posted photos on their stories, and now they are all talking about the movie at lunch right in front of you.
#Exclusion#ActiveListening
03: THE PASSIVE PARTNER
It's the final week of a heavy Science assessment. Your partner hasn't replied to any emails or done their section of the poster. They tell you, "I've been busy, you're the smart one, just fix it."
#Assessment#Boundaries
04: THE RUMOR MILL
Someone has started a rumor that you are 'thirsty' or 'fake' because of who you've been hanging out with lately. People are giving you weird looks in the quad.
#Reputation#De-escalation
05: THE BROKEN ITEM
You lent a classmate your expensive headphones. They return them with one side not working and say, "They were like that when you gave them to me." You know they weren't.
#Trust#Mediation
06: THE COMPETITOR
During Inter-school sports, a teammate keeps blaming you for every point the other team scores. They are yelling at you in front of the whole squad and the coach.
#Sportsmanship#CoolDown
Secondary Repair Diagnostics
Step 1
Physiological Check
Step 2
Assertive Tool
Step 3
Win-Win Outcome
Trigger Map Reflective Worksheet Peacekeeper Name:
Date:
Diagnostic Trigger Map
Analysing your physiological stress response for Year 8 social dynamics.
Part 1: The 'Amygdala' Warning Signs
Increase in BPM / Heart Rate
Thermal Shift (Hot face/ears)
Shallow / Rapid Breathing
Muscle Clenching (Jaw/Fists)
Tunnel Vision / Mental Fog
Restlessness / Pacing
Part 2: Social Triggers (Online/Offline)
Trigger 01
Trigger 02
Trigger 03
Part 3: Strategic Resolution
Primary De-escalation Strategy:
Assertive I-Statement Construction:
I FEEL...
WHEN...
I NEED...
Why is 'Cognitive Reframing' (cooling down) essential for Year 8 conflict?
Peacekeeper Toolbox Anchor Chart Reference PEACEKEEPER'S TOOLBOX
Conflict Management Strategies // Year 8 (QLD)
01 Reset & De-escalate
Audit: Detect body warning signs early.
Breathe: Re-engage rational thinking.
Neutralize: Use a calm, steady tone.
02 Active Validation
Presence: Eyes on speaker, ears open.
Verify: "I hear you saying that..."
Validate: Acknowledge their perspective.
03 Assertive Power
I FEEL ...
WHEN ...
I NEED ...
04 Win-Win Focus
Separate: Person vs. the Problem.
Ideate: Brainstorm fair solutions.
Agree: Find the sustainable middle.
"Resolving conflict is a professional power move."
Peacekeeping Pros Teacher Guide Facilitator Resource // Year 8 (QLD)
Peacekeeping Pros
Managing Conflict Dynamics in Secondary Settings
Duration
60 MIN
Lesson Objective
Students will evaluate the impact of physiological responses on social interactions and master assertive communication strategies to de-escalate complex peer conflicts. Aligned with Australian Curriculum Health and Physical Education (ACPPS077).
Curriculum Context
Focuses on social and emotional changes during adolescence, applying resolution skills to maintain safety and wellbeing in real-world/online contexts.
Implementation Roadmap
1
Phase 1: Physiological Diagnostics (15 Min)
Using Slides 1-2
Discuss the "Amygdala Hijack": why we react before we think.
Biometric Check: Students identify their "early warning system" physical signs.Emphasis: Year 8 is a peak time for "social heat"—de-escalation is a power move, not a weakness.
2
Phase 2: Assertive Reframing (15 Min)
Using Slides 3-6
Key Concept: Assertiveness
Contrast passive, aggressive, and assertive communication. I-statements are the tool for assertion.
Key Concept: Perspective
"Cognitive Reframing": shifting from 'They did this to me' to 'We have a problem to solve together.'
3
Phase 3: The Simulation Lab (20 Min)
Using Scenario Cards
Students in trios simulate complex scenarios (e.g., social media exclusion, project inequality). Mediator focuses on finding "fair" rather than "right."
Tip: Prompt students to consider the "invisible" triggers in online conflicts.
4
Phase 4: Personal Map & Debrief (10 Min)
Using Trigger Map Worksheet
Encourage honest reflection on social media triggers and friendship dynamics. Close with a summary of Win-Win thinking.
Facilitation Nuances
Adaptation
High Intensity Classes:
Focus more on the "Cool Down" and biological response slide. Use a physical object to signal the speaker's turn.
Digital Focus:
Apply scenarios to Group Chats and Instagram comments. Discuss the "keyboard courage" effect.
Australian Curriculum
Focus Area: Wellbeing
Practising help-seeking and resolution strategies (ACPPS072) and maintenance of social health.
Focus Area: Resilience
Managing physical and social changes that occur as students grow older (ACPPS075).
Peacekeeping Pros Rubric Assessment // Year 8 (QLD) HPE
Conflict Diagnostic Rubric
Evaluating Assertiveness & Interpersonal Skills
Peacekeeper Name:
Date:
Skillset 1: Emerging 2: Developing 3: Proficient 4: Exemplary Body Audit
| Struggles to identify physiological signs of stress. | Identifies clues but only after escalation occurs. | Correctly maps body clues to specific social triggers. | Explains how 'Hijack' awareness informs de-escalation. |
|
De-escalate
| Reacts impulsively with aggressive tone. | Uses tools but tone remains defensive or high-heat. | Uses de-escalation tools to maintain a neutral tone. | Models calm leadership and assists others in reset. |
|
Listening
| Interrupts to justify own perspective. | Listens passively without verifying content. | Echoes and verifies the other side's perspective. | Shows deep empathy and validates core emotions. |
|
Assertiveness
| Relies on passive or aggressive attacks. | Attempts I-statements but includes subtle blame. | Uses assertive formula: Feel + When + Need. | Communicates needs clearly without harming relationships. |
|
Outcome
| Refuses to compromise; focused on 'right/wrong'. | Accepts solutions but fails to ideate options. | Brainstorms solutions for mutual benefit. | Achieves win-win outcomes in complex social dynamics. |
Mechanic's Strength
Calibration Needed
Novice
Apprentice
Lead
Master
Instructor Signature
Peacekeeping Pros Lesson Plan Overview Lesson Blueprint // Peace Lab
Peacekeeping Pros
Master Plan for Conflict Resolution & De-escalation
Year
8 (QLD)
Subject
HPE
Instructor:
Essential Questions
How does the biological stress response impact social decision-making?
How can assertive communication (I-Statements) disrupt conflict cycles?
Learning Targets
I can map my physiological stress response to identified triggers.
I can apply de-escalation and assertive communication in social contexts.
Terminologies & Concepts
Amygdala Hijack
Intense emotional reaction out of proportion to the stimulus.
De-escalation
Intentional decrease in the intensity of a conflict or crisis.
Cognitive Reframing
Shifting perspective to find a more constructive interpretation.
Assertiveness
Communicating needs clearly while respecting others.
Roadmap (60 Min)
Time Segment Instructional Action 0-15 The Biology of Conflict Reviewing triggers and the "Fight/Flight/Freeze" response. Mapping body clues. 15-30 Advanced Toolbox Focus on Active Listening (echoing) and refined I-Statement construction. 30-50 Scenario Simulation Role-play using age-appropriate social dynamics and peer mediation. 50-60 Debrief & Exit Reflection on cognitive reframing and application to real-world scenarios.
Australian Curriculum Alignment (HPE)
ACPPS073, ACPPS075, ACPPS077: Evaluating strategies to manage social changes and promote wellbeing.
Required Prep
Cut Scenarios • Print Trigger Maps • Display Toolbox Chart
Peacekeeping Pros Exit Ticket Peace Lab // Exit Ticket
Diagnostic Check
Peacekeeper Name:
1. Identify one physiological 'spark' trigger:
2. Describe a Win-Win outcome from today's simulation:
3. Use the assertive formula:
I FEEL...
WHEN...
Peace Lab // Exit Ticket
Diagnostic Check
Peacekeeper Name:
1. Identify one physiological 'spark' trigger:
2. Describe a Win-Win outcome from today's simulation:
3. Use the assertive formula:
I FEEL...
WHEN...
Peace Lab // Exit Ticket
Diagnostic Check
Peacekeeper Name:
1. Identify one physiological 'spark' trigger:
2. Describe a Win-Win outcome from today's simulation:
3. Use the assertive formula:
I FEEL...
WHEN...
Peace Lab // Exit Ticket
Diagnostic Check
Peacekeeper Name:
1. Identify one physiological 'spark' trigger:
2. Describe a Win-Win outcome from today's simulation:
3. Use the assertive formula:
I FEEL...
WHEN...
Cut along dashed lines for 4 individual exit tickets
Peacekeeping Pros Detailed Lesson Plan Detailed Lesson Plan
Peace Lab // Conflict Resolution Mastery
Year 8 (QLD)
60-Minute Session
Subject Area
Health & PE (HPE)
Unit Theme
Interpersonal Resilience
Focus Skills
De-escalation & Assertion
Learning Intentions
Students evaluate the physiological impact of the Amygdala Hijack in social settings. They master the Peacekeeper's Toolbox (Cognitive Reframing, Active Validation, and Assertive I-Statements) to navigate peer conflict and digital social dynamics.
Success Criteria
Identify 3 social triggers and their corresponding physical warning signs.
Construct an assertive I-Statement using the 3-part formula.
Demonstrate Active Validation (echoing) in role-play scenarios.
Mediate a conflict simulation to reach a sustainable Win-Win outcome.
Australian Curriculum (HPE) Alignment
ACPPS073
Transition impact on social health.
ACPPS075
Analysing changes and wellbeing.
ACPPS077
Applying assertive communication.
Instructional Sequence
15
Minutes
The Amygdala Audit
Action: Define the Amygdala Hijack using Slide 2 . Direct instruction on survival biology vs. social reasoning. Brainstorm Year 8 triggers: online exclusion, reputation drama.
"Before we fix the conflict, we audit the biometric sensors. If your face is hot or heart is racing, you're in 'Hijack' mode. Tools won't work until you reset."
15
Minutes
The Toolbox Briefing
Action: Model de-escalation via Cognitive Reframing (Slides 3-4). Drill the Assertive formula (Slide 5). Focus on 'Neutral-Tone' as a power move.
Active Validation
Echoing: "I hear that you feel... because..." without offering a defense.
I-Statement Drill
I Feel [emotion] + When [action] + I Need [boundary].
20
Minutes
Simulation Lab
Action: Use Scenario Cards in trios. Roles: Disputant A, Disputant B, Mediator. Mediator follows the 4-step protocol: Agreement, Narrative, Synthesis, Outcome.
Teacher Role:
Circulate and look for 'keyboard courage' language. Prompt students to reframe aggressive digital call-outs into assertive face-to-face I-statements.
Digital Integrity Slides Presentation System Protocol: Integrity Check
Digital Integrity
Year 7 QLD HPE // Maintaining social hardware in digital spaces.
The Data Audit
01
Digital Footprint
What YOU post. Your intentional data trail.
Your photos and comments
Your likes and shared stories
02
Digital Shadow
What OTHERS post about you. The unintentional trail.
Rumours in chats / tagged photos
Screen-shotted private jokes
System Malfunction
Spreading Rumours: The Digital Virus
Velocity
Rumours travel faster online. Damage is immediate.
Permanence
Once it is screen-shotted, it lives forever.
Isolation
Breaks the target's social network.
"Making things up is cyberbullying."
The THINK Protocol
Before you hit 'SEND' or 'POST':
T
True
H
Helpful
I
Inspiring
N
Need
K
Kind
System Restoration
Upstander Actions:
Don't Feed the Bug
Do not like or share the rumour. Stop the feed.
Debug the Drama
Message the target privately. Offer support.
Escalate to Admin
Save the evidence. Tell a trusted adult.
INTEGRITY FIRST
"The code of our school depends on the integrity of every user."
System Stress Test
Scenario: The 'Finsta' Leak
A classmate screenshots a private story from your 'Finsta' where you complained about a teacher. They post it in the main Year 7 group chat and tag the teacher's kid.
Audit Check:
Does this pass the T.H.I.N.K. filter?
Restore Check:
What is the UPSTANDER move here?
Digital Integrity Scenario Cards Protocol: Simulation // Yr 7 QLD
System Bug Scenarios
Cyber-Rumour & Social Integrity Diagnostics
BUG 01: THE SCREENSHOT
Someone sends you a screenshot of a DM. In it, a classmate is claiming Sam only got the lead role because they 'cried to the teacher'. You know Sam worked really hard for it.
#Rumours#StopTheFeed
BUG 02: THE GHOST
A new account appears on Instagram with Riley's name and photo, but the bio is mean and lists fake 'hobbies' meant to embarrass them. It starts following everyone in your year.
#Impersonation#Report
BUG 03: THE SHADOW
A group of students post a 'Throwback' photo of a party everyone went to, but they've cropped out Alex and added a mean emoji. The caption says: "Only the real ones were there."
#Exclusion#Shadow
BUG 04: THE CALL OUT
A classmate tags you in a post that says: "Can't believe you actually like Riley. So cringe." Now your phone is blowing up with mean comments from strangers.
#Cyberbullying#Safety
System Restoration Sequence
Upstander Protocol // Case File Alpha
SCENARIO BUG #:
REPAIR TEAM:
Phase 1: Apply the T.H.I.N.K. Filter
Is this data True? Helpful? Inspiring? Necessary? Kind?
Phase 2: Upstander Response
What message would you send to restore the system or support the target?
Phase 3: System Escalation
Who needs to be notified (Teacher, Parent, App Admin) and why?
Integrity Audit Reflective Worksheet USER_ID:
DATE:
Integrity Audit
Scanning social hardware for bugs and vulnerabilities.
Part 1: Digital Presence Audit
Footprint (My Posts)
List 3 things you intentionally share:
Shadow (Others' Posts)
List 3 things others said about you:
Part 2: The Rumour Filter
Target Rumour/Comment:
T
True
H
Helpful
I
Inspirational
N
Necessary
K
Kind
If you cannot check all boxes, what is the best 'System Action' (e.g. report)?
Part 3: Restoration Code
Draft a private support message to an online victim:
Digital Integrity Teacher Guide Instructor Guide // Digital Integrity
System Restore
Facilitating Responsible Social Media & Cyberbullying Response
Year Level
7 (QLD)
Lesson Objective
Students will deconstruct the mechanics of cyber-rumours and apply the T.H.I.N.K. Filter (True, Helpful, Inspiring, Necessary, Kind) to maintain digital integrity. They will transition from "Bystander" to "Upstander" through simulation analysis.
Materials Pack
INTEGRITY SLIDES
SCENARIO CARDS
AUDIT WORKSHEET
EXIT TICKETS
The Sequence
1
Phase 1: Footprint Audit (15 Min)
Using Slides 1-2
Key Discussion:
Discuss how a Digital Shadow is created by peers (rumours, tags).
Inquiry: "Why is a rumour like a virus?" (Ans: Rapid velocity, hard to delete, isolates target).
2
Phase 2: The THINK Patch (15 Min)
Using Slides 3-4
Protocol Briefing:
Ensure students understand the full T.H.I.N.K. criteria. Focus on 'Necessary' and 'Inspiring' as secondary checks that prevent drama.
Scenario Practice:
Run the 'Finsta Leak' simulation on Slide 6. Ask for the 'Upstander' move before starting groups.
3
Phase 3: Restoration Scenarios (20 Min)
Using Scenario Cards
Teacher Tip for Upstanding:
Highlight that an Upstander doesn't have to be a 'Hero' publicly. A private message of support to a victim is often the most effective restoration tool.
QLD Curriculum Alignment
ACPPS072: Resolution strategies for digital safety.
ACPPS073: Social/Emotional transition impact.
Digital Integrity Exit Ticket System // Exit Ticket
System Check
NAME / ID:
1. Difference between Footprint and Shadow?
2. Apply 'T' (True) & 'K' (Kind) to rumours:
3. One action to be an UPSTANDER online:
System // Exit Ticket
System Check
NAME / ID:
1. Difference between Footprint and Shadow?
2. Apply 'T' (True) & 'K' (Kind) to rumours:
3. One action to be an UPSTANDER online:
System // Exit Ticket
System Check
NAME / ID:
1. Difference between Footprint and Shadow?
2. Apply 'T' (True) & 'K' (Kind) to rumours:
3. One action to be an UPSTANDER online:
System // Exit Ticket
System Check
NAME / ID:
1. Difference between Footprint and Shadow?
2. Apply 'T' (True) & 'K' (Kind) to rumours:
3. One action to be an UPSTANDER online:
DISCONNECT & CUT ALONG DASHED LINES
Digital Integrity Detailed Lesson Plan Detailed Lesson Plan
Digital Integrity // Social Media // Yr 7 QLD
HPE v9.0
Protocol: Social Harmony
Subject Area
Health & PE
Key Unit
Interpersonal Health
Focus
Social Responsibility
Learning Intentions
Students deconstruct the mechanics of online rumours. They evaluate the difference between a Digital Footprint (intentional posts) and Digital Shadow (content peers create about you), and implement the T.H.I.N.K. Filter to restore integrity.
Success Criteria
Differentiate intentional post (Footprint) from peer-generated post (Shadow).
Identify cyber-rumour impact factors: Velocity, Permanence, Isolation.
QLD / Australian Curriculum (HPE)
ACPPS072: Practice help-seeking and resolution to maintain safety.
ACPPS077: Evaluate assertive communication to manage dynamics.
Instructional Sequence
15
Min
The Audit
Materials: Integrity Slides (2). Discuss 'Digital Shadow'—reputation created by others. Students complete Part 1 of the Audit Worksheet .
15
Min
Bug Deconstruction
Materials: Slides 3-4. Explain 'Digital Virus' velocity. Intro the T.H.I.N.K. Filter (True, Helpful, Inspiring, Necessary, Kind).
20
Min
Restoration simulation
Activity: Trios use Scenario Cards (Leaks, Impersonation). Groups draft an Upstander Patch : a private message of support for the victim.
10
Min
Final Calibration
Individual submission of Exit Ticket . Evaluation of filter logic.
Simulation Appendix
Bug 01: Screenshot leak about Sam.
Bug 02: Impersonation profile of Riley.
Bug 03: 'Throwback' exclusion of Alex.
Bug 04: Mean 'Call Out' tag.
"Integrity is doing the right thing behind the screen."
SYSTEM_COMPLETE // DIGITAL INTEGRITY
Influence Lab Slides Presentation Phase 3: The Social Reactor
Influence Lab
Year 7-8 QLD HPE // Analysing group dynamics and personal autonomy.
Influence Dynamics
We are social animals. Our "Hardware" is built to want to fit in. This is called Social Influence.
Two Types:
Positive: Growth, support, and integrity.Negative: Pressure to exclude or hide values.
Groupthink
"When the desire for group harmony overrides independent thinking."
The Chameleon Effect
Check for these Toxic Blends:
Silence
Staying quiet when someone is treated unfairly.
Masking
Acting like you enjoy something mean to fit in.
Compromise
Doing things that "don't feel like you".
Personal Defences
Assertive 'No' Tools:
1
The Direct Exit
"Nah, I'm not into that. I'm heading to the courts."
2
The Values Anchor
"That's not how I roll. I'm heading off."
3
The Fogging Defense
"You might think it's a joke, but I'm still not doing it."
STAND YOUR GROUND
"True social integrity means your values don't change based on who is watching."
The Uplift Protocol
How to be an Influencer:
Public Credit
Call out a friend's hard work in front of others.
The Open Gate
Invite someone on the edge into the group.
Safety Signal
"Hey, that's a bit far, isn't it?" – set a boundary.
Support DM
A private message of support is true social power.
Reaction Drill
Simulation Active
A popular classmate tells you to block a "weird" student and share the screenshot to the class group chat to prove you're cool.
Pressure Audit:
Is this positive uplift or negative pressure? Why?
Deployment:
Which 'No' tool will you use? What exactly will you say?
LAB COMPLETE
System Stable. Final task: Complete your Social Power Map and Exit Ticket.
Phase 3 Synchronised
Influence Scenarios Cards Activity Lab Simulation // Social Power
Influence Reaction Cards
Year 7-8 Group Dynamics Simulation
SAMPLE 01: THE EDIT
A group of friends made a mean edit of a classmate where they look foolish. They want you to post it on your story because 'you have the most clout'. You know the person is already being picked on.
#ValuesAnchor#NegativeInfluence
SAMPLE 02: THE GATEKEEPER
You are with the 'popular' group. They start making fun of your old friend, calling them 'cringe'. They tell you that if you keep talking to them, you won't be invited to the weekend party.
#Groupthink#BoundaryCheck
SAMPLE 03: THE GOSSIP
Your friends have a second group chat that excludes one person from your main friend group. They use it to share screenshots of their 'annoying' messages. They expect you to join in the jokes.
#SocialShadow#UpstanderMove
SAMPLE 04: THE COMPROMISE
Some students are daring each other to steal a snack from the tuckshop. They say it's 'not a big deal' and that 'everyone does it'. They look at you and wait for you to go next.
#DirectExit#Integrity
Observation Protocol
1. Identify Pressure // 2. Deploy Defence Strategy // 3. Propose Upstander Move.
Social Power Reflective Worksheet Observer Name:
Stamp Date:
Social Power Map
Analysing influence variables in your social atmosphere.
Part 1: The Influence Audit
Positive Uplift (+)
Who or what encourages you to be your best self?
Negative Pressure (-)
Where do you feel pressure to trade your values?
Part 2: Boundary Protocol
Think of a time 'Groupthink' took over. What is an assertive 'No' you could have used?
My 'Safe' People to talk to:
One personal value I won't trade:
Part 3: The Uplift Strategy
Plan one 'Uplift' action (e.g. giving credit) you will take for your group tomorrow:
Influence Lab Teacher Guide Instructor Protocol // Phase 3
Influence Lab
Facilitating Peer Dynamics & Personal Autonomy
Year Level
7-8 (QLD)
Lesson Focus
Students explore the variables of group dynamics—specifically Groupthink and the Chameleon Effect . This lesson provides 3 assertive 'No' strategies and shifts the focus to Positive Influence , empowering Year 7/8 students to use their social power for group uplift.
Lab Materials
INFLUENCE SLIDES
REACTION CARDS
POWER MAP WORKSHEET
Lab Protocol Sequence
1
The Social Audit (15 Min)
Slides 1-2
Inquiry Question:
"Why do we act differently in a group vs. when we are alone?" Explore the cost of Groupthink (loss of personal values).
2
Defence Training (15 Min)
Slides 3-5
Direct Exit Strategy
Practice saying "Nah, I'm heading off" or "I'm not into that" naturally. Peer-validation of 'No' as a skill.
Uplift Protocol
Focus on 'The Open Gate': inviting others in. This is the ultimate expression of social power.
3
Reaction Scenarios (30 Min)
Reaction Cards & Map
Facilitation Tip: Year 8 students are status-conscious. In Trios, have them simulate saying 'No' to a popular classmate. Remind them: Status is a variable, but Integrity is a constant.
Wrap Up: Students plan a specific 'Uplift' move for the next 24 hours on their worksheet.
Simulation Reference
Scenario 01: Edit of classmate for 'clout'.
Scenario 02: Popular group pressure to drop a friend.
Scenario 03: Second group chat for excluding.
Scenario 04: Risky dare at recess ('everyone does it').
Influence Lab Exit Ticket Influence // Exit Ticket
Lab Report
NAME / ID:
1. Define 'Groupthink' in your own words:
2. One 'Assertive No' phrase you'll use this week:
3. One positive action for your group:
Influence // Exit Ticket
Lab Report
NAME / ID:
1. Define 'Groupthink' in your own words:
2. One 'Assertive No' phrase you'll use this week:
3. One positive action for your group:
Influence // Exit Ticket
Lab Report
NAME / ID:
1. Define 'Groupthink' in your own words:
2. One 'Assertive No' phrase you'll use this week:
3. One positive action for your group:
Influence // Exit Ticket
Lab Report
NAME / ID:
1. Define 'Groupthink' in your own words:
2. One 'Assertive No' phrase you'll use this week:
3. One positive action for your group:
DISCONNECT & CUT ALONG DASHED LINES
Influence Lab Detailed Lesson Plan Detailed Lesson Plan
Influence Lab // Group Dynamics // Yr 7-8 QLD
HPE v9.0
PROTOCOL: SOCIAL POWER
Subject Area
Health & PE
Unit Theme
Social Resilience
Focus Skills
Autonomy & Assertion
Learning Intentions
Students analyse the psychological mechanics of Groupthink (desire for harmony over logic) and the Chameleon Effect (blending in). They evaluate peer influence and implement Assertive 'No' Strategies to maintain personal integrity.
Success Criteria
Define Groupthink and its impact on personal choice.
Apply an assertive 'No' (Direct Exit, Values Anchor, Fogging) to a peer pressure simulation.
QLD Curriculum Alignment
ACPPS075: Physical, social and emotional changes in adolescence.
ACPPS077: Strategies to manage changing social dynamics and influence.
Instructional Flow
15
Min
The Social Audit
Hook: Use Slides 1-2. Brainstorm: "Why do we act differently in a group?" Discuss Groupthink . Students complete 'Influence Audit' on worksheet.
15
Min
Defence training
Slides 3-5. Model 3 tools: Direct Exit (leaving), Values Anchor (pre-set belief), and Fogging (agreeing with any truth in a critique to neutralise insults).
20
Min
Reaction Simulation
Activity: Trios use Reaction Cards. 01: Edit for clout, 02: Drop a friend, 03: Excluded group chat, 04: Risky dare. Practice deploying a defence tool.
10
Min
Calibration
Final task: Plan one Uplift Move for tomorrow (e.g. public credit, inviting others). Submit Exit Ticket .
Materials Summary Appendix
Scenarios:
Clout-edits, excluding friends from chats, risking theft dares, and popular group pressure.
Exit Ticket Prompts:
1. Define Groupthink. 2. Your chosen 'Assertive No'. 3. Your positive 'Uplift' action.
"Your influence is your most powerful asset."
SYSTEM_COMPLETE // INFLUENCE_LAB
Perspective Prism Slides Presentation Phase 4: Optical Calibration
Perspective Prism
"There are always at least three sides to every story: Yours, theirs, and the truth."
Social Blindspots
We often assume our view is the only view. This is called Cognitive Ego.
Why Perspectives Differ:
Data: We have different information.Experience: Our past changes our lens.Mood: Stress narrows our field of vision.
6 / 9
"The number is the same. The position is different."
Intent vs. Impact
The Intent (Internal)
What YOU meant to happen. Your goals and feelings.
"I was just joking with my friends..."
The Impact (External)
How THEY actually felt. The real-world consequence.
"I felt embarrassed and ganged up on."
Rule #1: You don't get to decide how your actions made someone else feel.
The 360-Scan
01
Pause Action
Stop defending your 'Intent' for 60 seconds.
02
Change Lens
Imagine you are them. What data do they see that you don't?
03
Verify View
Ask: "How did that land for you? I want to understand."
Refraction Simulation
// LIVE SCENARIO: THE LEFT-OUT LIKES //
Your friend group posted a group photo. You weren't there. You comment "Looks fun 🙄" and they reply "Salty much?"
Conflict View:
"They are being mean and excluding me on purpose."
Prism View:
"They were just having fun and didn't think. My emoji made them feel defensive."
FOCAL POINT
Deploy the 360-Scan protocol on your scenario cards.
Identify Lens
Refract Conflict
Perspective Prism Scenario Cards Lens Training // Social Resilience
Perspective Shift Cards
Simulating Multiple Social Realities
LENS 01: THE SILENT CHAT
You sent a funny video to your best friend three hours ago. You see they are active online, but they haven't replied or even 'liked' the message. You start to think they are ignoring you on purpose.
#IntentVsImpact#Refraction
LENS 02: THE COLLISION
A student you don't know very well bumps into your shoulder hard while rushing to class. They don't say sorry or look back. Your books hit the floor and people around you start to laugh.
#360Scan#DataCheck
LENS 03: THE FEEDBACK
You spent two hours on the introduction for your Humanities project. Your partner reads it and says, "We need to redo this, it doesn't follow the rubric." They start deleting your work immediately.
#CommunicationLens#Reframing
LENS 04: THE WHISPER
You walk into the locker room and see two of your friends whispering. They stop as soon as they see you and look awkward. One of them hides their phone behind their back.
#SocialBlindspot#VerifyView
Simulation Tasks
State YOUR view. State THEIR possible view. Identify the 'Blindspot' (missing data).
The Lens Audit Reflective Worksheet Observer:
Date:
The Lens Audit
Calibrating social perception and cognitive empathy.
Part 1: The Certainty Audit
"Think of a recent time you were angry at a friend. Run it through the Prism Lens:"
My Initial View (My Certainty):
Their Possible Lens (Their Reality):
What is the "Missing Data" (something you might not have known)?
Part 2: Intent vs. Impact
Scenario: You "called out" a friend in a chat for being fake.
Your Intent (Internal Aim):
The Actual Impact (Result):
"We judge ourselves by our intent,
Part 3: 360-Scan Deployment
Draft one 'Verification Question' to see another lens clearly:
Example: "I noticed [action]... and felt [emotion]... what was your view?"
Perspective Prism Teacher Guide Facilitator Protocol // Phase 4
Perspective Prism
Facilitating Social Cognition & Empathy Architecture
Year Level
7-8 (QLD)
Lesson Focus
Students explore the 'Certainty Bias' and how it fuels social conflict. By distinguishing between Intent and Impact , students develop a more sophisticated empathy toolkit. This lesson targets the cognitive side of emotional intelligence—learning to 'Scan' the social field from multiple angles.
Key Prism Tools
PRISM SLIDES
SHIFT CARDS
LENS AUDIT SHEET
EXIT TICKETS
Lab Protocol
1
Phase 1: Optical Illusions (15 Min)
Using Slides 1-2
Activity: The '6 vs 9' discussion.
Show students how their position in space changes the data they receive.
Define Cognitive Ego : The false belief that "What I see is all there is."
2
Phase 2: Refraction Briefing (15 Min)
Using Slides 3-4
Intent vs Impact
Crucial Concept: Most people don't wake up wanting to be the villain. Their Intent might be harmless, but their Impact is painful. We must address Impact first.
Tool: Verification Question
"I noticed [Action] and I felt [Emotion]. Can you tell me what your view was?" – Teach this as the ultimate drama-breaker.
3
Phase 3: The Viewfinder Lab (30 Min)
Using Shift Cards & Worksheet
Facilitation Tip for Year 8:
Scenarios focus on 'Digital Blindspots' (late replies). Year 8 students often interpret silence as rejection. Guide them to list 3 other possible reasons for a late reply (phone died, grounded, busy).
Calibration: Students complete their 'Lens Audit' individually to apply the scan to a real personal event.
QLD Curriculum Alignment (HPE)
ACPPS075: Physical, social and emotional changes of adolescence.
ACPPS077: Propose and evaluate strategies to manage group influence and social changes.
Perspective Prism Exit Ticket Prism // Exit Ticket
Focal Report
NAME:
1. Why is 'Intent' different from 'Impact'?
2. List one 'Blindspot' that changes a view:
3. Write one 'Verification Question':
Prism // Exit Ticket
Focal Report
NAME:
1. Why is 'Intent' different from 'Impact'?
2. List one 'Blindspot' that changes a view:
3. Write one 'Verification Question':
Prism // Exit Ticket
Focal Report
NAME:
1. Why is 'Intent' different from 'Impact'?
2. List one 'Blindspot' that changes a view:
3. Write one 'Verification Question':
Prism // Exit Ticket
Focal Report
NAME:
1. Why is 'Intent' different from 'Impact'?
2. List one 'Blindspot' that changes a view:
3. Write one 'Verification Question':
DISCONNECT & CUT ALONG DASHED LINES
Perspective Prism Detailed Lesson Plan Detailed Lesson Plan
Perspective Prism // Empathy Architecture // Yr 7-8 QLD
HPE v9.0
PROTOCOL: OPTICAL CALIBRATION
Subject
Health & PE
Unit
Resilience
Target
Empathy
Prep
Slides, cards, worksheet.
Learning Intentions
Students explore 'Certainty Bias' and how it fuels social conflict. They will distinguish between Intent (internal aim) and Impact (external result), and use the 360-Scan Protocol to navigate misunderstandings.
Success Criteria
Differentiate between personal intent and emotional impact.
Deploy a 3-step '360-Scan' to identify blindspots.
QLD Curriculum Alignment
ACPPS075: Adolescence changes and social identity.
ACPPS077: Evaluating assertive communication and social dynamics.
Instructional Flow
15
Min
Optical Audit
Hook: Use Slide 2. Discuss 'Social Blindspots'—missing data. Students complete Part 1 of Lens Audit Worksheet .
15
Min
Prism Training
Slides 3-4. Explain Intent vs Impact . Model the 360-Scan : Pause, Change Lens, Verify View.
20
Min
Shift Scenarios
Simulation: Trios use Shift Cards. 01: Silent chat, 02: Hallway bump, 03: Redoing work. Map blindspots.
10
Min
Calibration
Individual reflection on Part 2/3 of Worksheet. Plan one 'Verification Question'. Submit Exit Ticket .
Simulation Context Summary
Lens 01: Friend active but ignores video DM for 3 hours.
Lens 02: Hard bump in hallway with books dropped; no apology.
Lens 03: Partner redoing work immediately during critique.
Lens 04: Friends whisper and hide phone as you enter.
"Perspective is the engine of empathy."
SYSTEM_COMPLETE // PRISM_LAB
Social Harmony Unit Quiz Unit Assessment // Social Harmony
System Diagnostics Quiz
Testing social integrity and resolution protocols.
Year 7-8 (QLD)
PHASE 1-4 COMPLETE
Peacekeeper Name:
Date:
01 Conflict Mechanics
1. Explain the "Amygdala Hijack" (Stress Response):
2. List three physiological "Warning Lights" you feel when upset:
02 Digital Integrity
3. Define Digital Shadow:
4. Define Digital Footprint:
5. Two "Uplift Protocol" actions for seeing cyber-rumours:
ACTION A:
ACTION B:
03 Social Power & Influence
6. Match the "Assertive No" tool to the response phrase:
Fogging
"You might think it's funny, but I'm still not doing it."
Direct Exit
"Nah, not into that. I'm going to the library."
Values Anchor
"I don't leak private chats. That's not how I roll."
7. Define "Groupthink" and its danger to integrity:
04 Perspective Prism
Case Simulation:
"A friend hasn't replied to your DM for 5 hours. You feel ignored and act out. Later, you find out they had an emergency and no phone access."
8. Your INTENT (Internal Aim):
9. The IMPACT (External Result):
10. Draft one "Verification Question" to run a 360-Scan:
/ 10
Diagnostic Result
SYSTEM_STABLE
Instructor Signature
Social Harmony Protocol // Assessment
Social Harmony Quiz Answer Key Instructor Resource // Master Key
Diagnostics Answer Key
Official scoring guide for the Social Harmony Unit Quiz.
Total
10 PTS
01: Conflict Mechanics
Q1: Amygdala Hijack (1 Pt)
Survival emotional response that bypasses rational thinking. Preferred: mentions stress hormones or 'fight/flight/freeze'.
Q2: Warning Lights (1 Pt)
Examples: Hot face, fast heartbeat, clenched jaw, stomach knots, shallow breathing.
02: Digital Integrity
Q3 & Q4: Shadow vs. Footprint (2 Pts)
Shadow: Data created by OTHERS (tags, rumours). Footprint: Data created by YOU (posts, likes).
Q5: Uplift Protocol (1 Pt)
Actions: Private support message, reporting post, asking person to delete, chat 'Safety Signal'.
03: Social Power
Q6: Strategy Matching (2 Pts)
Direct Exit: "Nah, not into that. I'm going to the library."Values Anchor: "I don't leak private chats. That's not how I roll."Fogging: "You might think it's funny, but I'm still not doing it."
Q7: Groupthink (1 Pt)
Desire for harmony overriding logic. Makes people trade personal values for belonging.
04: Perspective Prism
Q8 & Q9: Intent vs. Impact (2 Pts)
Intent: Internal goal (e.g. to connect). Impact: External result (e.g. friend felt hurt).
Q10: 360-Scan Question (1 Pt)
Open question verifying view: "Is everything okay?" or "Did your phone die?"
Social Harmony Master Key • ACPPS072, 075, 077 • © 2026 Peace Lab
