LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
WHAT IS DIALOGUE?
LOWER PRIMARY
Focus: Understanding dialogue to listen, learn, and share peacefully.
1. Talking together
Show pictures of different conversations (eg, friends talking, a teacher and student, a family at dinner).
Ask: What do you think they are talking about? How do we know they are listening to each other?
Watch: Show a short, animated video of two characters talking and listening respectfully.
Resources:
Bluey ‘Dirt’ season 3 episode 36 (Judo is polite while her mum washes her hair, even though it’s boring and uncomfortable; then Bingo and Bluey are respectful of Judo’s decision not to get dirty)
Bluey ‘Stories’ season 3, episode 28 (Winston speaks encouragingly to Calypso)
Bluey ‘Puppets’, Season 3 episode 29 (Bluey and Bingo teach Unicorse good manners and are patient even though he is rude.)
Read: You, Me and Empathy: Teaching children about empathy, feelings, kindness, compassion, tolerance and recognising bullying behaviours by Jayneen Sanders, Sofia Cardoso (Illustrator)
Watch: Kids Book Read Aloud by Little Readers: You Me And Empathy by Jayneen Sanders
Pause to ask:
• How do the characters show they are listening?
• Why is it important to understand how someone else feels?
• How can we listen with kindness?
Have students turn to a partner and share one way they can be kind listeners.
2. Vocabulary development
Key words: Talk, listen, share, understand, respect, feelings.
Introduce words using gestures (eg, cup ear for ‘listen’, pretend to speak for ‘talk’).
Play a word-matching game (word + image).
Have students practice using the words in simple sentences (eg, I listen when my friend talks).
3. Read
Read the text aloud.
What is dialogue? (Simplified version for 5-7-Year-Olds)
Dialogue is when people talk and listen to each other. It is a way to share ideas, thoughts, and feelings. When we have a dialogue, we take turns speaking and listening.
Dialogue is important because it helps us understand each other. It helps us be kind, solve problems, and be good friends. When we listen carefully and speak with respect, we make peace and grow together.
We can have dialogue with our friends, family, teachers, and even new people. Talking and listening help us learn from each other and make the world a better place.
Source: ‘United in dialogue’ by Luciana Romanski
Ask:
• Why is it good to talk and listen?
• How does dialogue help people?
Role-play: One student shares something they like, and the other listens and responds with a question.
Read-Aloud: My Mouth is a Volcano by Julia Cook
Watch: Read Aloud My Mouth Is A Volcano! By Reading with Mrs M.
Discuss:
• Why did Louis interrupt?
• How did it feel when someone interrupted him?
• What can we do to stop ourselves from interrupting?
Brainstorm classroom strategies for good conversation skills.
4. Scripture exploration (NRSV)
Verse: ‘Let every person be quick to listen, slow to speak, slow to anger.’ (James 1:19)
Discuss: Why is listening important?
Act it out: Whisper a short message in a child’s ear and have them repeat it. Show how listening carefully keeps the message clear.
Play ‘Gaming the Gospels – Hear I am Lord’. Have a lot of fun while exploring how information changes through the communication process and revise a few common Catholic phrases in the process.
5. The example of Jesus
Story: Jesus talks with the Samaritan woman (John 4:4-26)
Tell the story using pictures or an animated video.
Resources:
Jesus talks with a Samaritan woman from Sweet Publishing on Free Bible Images.
The Woman at the Well | Bible Story | LifeKids
The Gospel Project for Kids: Jesus and the Samaritan Woman
Ask: How did Jesus listen and talk kindly?
Read-Aloud: A Friend for Henry by Jenn Bailey
Watch: A Friend for Henry – Read Aloud Children’s Book by Reading in a Virtual World
Ask:
• Why did Henry have trouble making friends?
• Did all conversations go well?
• What can we do if a conversation is hard?
Reinforce that conversations look different for everyone, and listening with kindness helps.
6. Talking stick
Make or use a simple ‘talking stick’.
Have students take turns holding it and sharing something while others listen.
Reinforce the rule: We listen when someone else talks.
7. Dialogue poster
Students draw two people talking.
Underneath, they write or dictate one kind thing to say in a conversation (eg, What do you think? or I like your idea!).
Display the posters in class or create a digital slideshow.
PEACE AND DIALOGUE
UPPER PRIMARY
Lesson focus: Students will explore the concept of peace in different religions and reflect on how they can contribute to peace in their own lives.
1. ‘Peace Around the World’ interactive map
Display a world map (physical or digital).
Mark different regions where Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism are practised.
Resources:
Animated map shows how religion spread around the world by Business Insider
Hinduism, Buddhism, Christianity, Judaism and Islam are five of the biggest religions in the world. Over the past few thousand years, these religious groups have shaped the course of history and had a profound influence on the trajectory of the human race. Through countless conflicts, conquests, missions abroad, and simple word of mouth, these religions spread around the globe and forever moulded the huge geographic regions in their paths.
World Religions Explained Christianity Islam Hinduism Buddhism Sikhism Judaism Bahá’í Taoism Jainism
Before watching (getting ready):
• What do you know about how religions spread to new places?
• Why do you think people share their beliefs with others?
• Can you think of ways people might learn about a new religion?
During watching (guided questions):
Where religions started and spread
• Where did each religion begin?
• Which religion was the first to start? Which one came later?
• How do you think rivers, mountains, or roads helped religions travel?
How religions spread
• How did trade (buying and selling things) help religions move to new places?
• What happens when people travel and meet others from different places?
• Who helped share religious beliefs with new people?
What happens when religions meet?
• Can you see places where more than one religion exists?
• What do you think happens when different religions are in the same area?
• Do religions stay the same in new places, or do they change a little?
Big events in history
• Which big events (like wars or new rulers) helped religions grow?
• Were there times when a religion stopped spreading or became smaller? Why do you think that happened?
Find a slideshow overview with answers to these questions here.
After watching (thinking and discussing):
• What was the most surprising thing you saw in the video?
• What do you think helped religions spread the most?
• What questions do you still have about how religions move around the world?
• How do you think religion still spreads today?
Extension: Create a religious journey map
Objective: Students will visually explore how a religion spread by creating a simple map showing its movement over time.
Materials:
• Printed outline maps of the world (or a large classroom map)
• Coloured pencils or markers
• Small sticky notes or index cards
• Timeline strips (optional)
Instructions:
• Choose a religion: Divide students into small groups. Assign each group one of the five major religions (Hinduism, Buddhism, Judaism, Christianity, or Islam).
• Map the journey: Using the video as a guide, students mark where the religion started on their maps. With arrows and colours, they show where it spread over time. They can add symbols or drawings (eg, a boat for trade, a book for teaching, etc) to represent how it spread.
• Key moments and influences: On sticky notes or index cards, students write short facts about important events that helped the religion spread (eg, ‘Traders brought Buddhism to China’ or ‘Christianity spread through the Roman Empire’). They place these notes on their maps at the right locations.
• Present and reflect: Each group briefly shares what they learned.
Discuss together:
• What was similar about how the religions spread?
• What was different?
• How do ideas still spread today?
Extension:
• Interactive timeline: On a classroom wall, students place event cards in order.
• Personal connection: Ask students, ‘Has anyone in your family learned about a new belief or tradition from another place?’
2. Introduce the word for ‘peace’ in different languages (Shalom, Salaam, etc).
Learn to say ‘Peace’ in 14 languages! | Inspire Academy Online
How to say ‘PEACE’ in many languages by Planet Pals
Peace in all languages by Know-it-all
Ask students to brainstorm what peace means to them.
Differentiation: Provide images or simple phrases for students who need additional support.
3. Word web – Peaceful living
• Provide key terms from the article: peace, conflict, harmony, forgiveness, religion, belief.
• In pairs, students discuss what these words mean and use them in sentences.
• Create a class word web showing connections between words.
Resource: ‘What is a word web’ by Speech and language kids
ICT Option: Use an online mind-mapping tool like Padlet or Canva.
4. How religions promote peace
Materials needed
• Simplified reading passage (provided below)
• Comprehension questions
• Sentence starters for differentiation
• Discussion prompts and reflection activity
Simplified reading passage: How religions promote peace
Based on the article ‘Explorations: Peace be with you’ by Fr Andrew Hamilton SJ which examines the place of peace in the great religions and ways to build peaceful relationships.
Many religions teach that peace is important. In Christianity, Jesus said, ‘Blessed are the peacemakers.’ He taught people to love one another, help the poor, and forgive others.
In Islam, ‘Salaam’ means peace. Muslims believe that Allah wants people to be kind, fair, and help others in need.
In Judaism, ‘Shalom’ means peace. Jewish teachings say that people should treat others with respect and work for a peaceful world.
Buddhism teaches kindness and understanding. Buddhists try to stay calm and help others find happiness.
Hinduism believes in Ahimsa, which means not hurting others. Hindus believe peace comes from treating all living things with care.
Even though different religions have different traditions, they all teach that peace is important. But sometimes, people find it hard to live in peace. They may argue, feel angry, or not understand each other. That is why we must listen, be kind, and help others to bring peace to the world.
Comprehension questions
• What does ‘peace’ mean in different religions? (Hint: Look at words like Shalom, Salaam, and Ahimsa)
• How did Jesus show peace in his life? (Give one example from the Bible.)
• Why do some people find it hard to live in peace? (What things might make peace difficult?)
• What can we do to bring peace to others? (Think about actions we can take at school, home, and in the world.)
Differentiation
Sentence starters:
For students who need extra support, provide these sentence starters:
• In Christianity, peace means _________.
• Jesus showed peace by _________.
• Some people find it hard to live in peace because _________.
• I can bring peace to others by _________.
For advanced students, encourage them to: Compare two religions and how they define peace. Give real-world examples of peacemakers (eg, Pope Francis, Martin Luther King Jr, Mahatma Gandhi).
Think-pair-share
• Each student thinks about a time they helped bring peace (eg, solving a problem, helping a friend).
• They pair up and share their ideas with a partner.
• The class shares some of their answers.
Class brainstorm
• On a large poster or whiteboard, create a ‘Peace plan.’
• Students suggest ways they can bring peace to their family, school, community, and the world.
• Write down key words and phrases (eg, ‘listening,’ ‘helping,’ ‘kind words’).
5. Scripture exploration
‘Blessed are the Peacemakers’ (Matthew 5:9)
Read and discuss: What does Jesus mean by calling peacemakers ‘children of God’?
Students illustrate a scene where someone brings peace (eg, reconciling with a friend).
ICT option: Students can create digital posters using Canva or a drawing app.
5. Role-playing peace
Students reenact a Bible story where Jesus promotes peace (eg, The Good Samaritan, Jesus forgiving others).
After each scene, discuss how Jesus’ actions brought peace.
Bible stories for role-playing peace
• The Good Samaritan – Luke 10:25-37
• Jesus forgives a sinful woman – Luke 7:36-50
• Jesus calms the storm – Mark 4:35-41
• Jesus and Zacchaeus – Luke 19:1-10
• Jesus heals the servant’s ear – Luke 22:47-51
• The Prodigal Son – Luke 15:11-32
• Jesus feeds the 5000 – John 6:1-14
• Jesus heals the sick woman – Mark 5:25-34
Discussion after role-playing
• What did Jesus do to bring peace?
• How did others react?
• How can we follow Jesus’ example today?
6. ‘Peaceful problem-solvers’ scenarios
Brainstorm everyday conflict situations (eg, a playground argument).
Students work in pairs to suggest peaceful resolutions.
Share responses and discuss.
7. ‘Peace pledges’ video
Students create a short video or presentation pledging one way they will promote peace.
Combine clips into a class ‘Peace pledge’ video to share with the school.
PEACE AND DIALOGUE IN WORLD RELIGIONS
LOWER SECONDARY
Focus: Exploring peace in major world religions and interfaith dialogue as a path to peace.
1. Digital brainstorming
Use an online collaborative tool (eg, Padlet, Jamboard) to answer: ‘What does peace mean to you?’ and ‘What are some obstacles to peace in the world?’
Discussion: Identify common themes and discuss how different perspectives shape our understanding of peace.
2. Vocabulary development
Clarify key terms from the article.
Students work in small groups to define and discuss:
• Shalom
• Salaam
• Pacifism
• Pilgrimage
• Interfaith dialogue
• Just war
ICT Integration: Students use an online dictionary tool (eg, Wordwall, Quizlet) to create flashcards and quizzes for peer learning.
3. Guided reading
Read the article ‘Explorations: Peace be with you’ by Fr Andrew Hamilton SJ which examines the place of peace in the great religions and ways to build peaceful relationships.
Start reading the article aloud to the class and then use the popcorn method to invite students to read the rest.
Then, assign students different sections to summarise in groups. The Cornell Note-Taking Method is a structured system for organising notes effectively. It divides a page into three sections:
• Notes section (right side) – The largest area where students record main ideas, key details, and important concepts from a lecture or reading.
• Cue column (left side) – A narrower section where students jot down keywords, questions, or prompts related to the notes.
• Summary section (bottom) – A brief summary of the notes, capturing key takeaways in a few sentences.
This method helps with comprehension, retention, and easy review by encouraging students to process and interact with their notes.
Discussion questions:
• Why do people struggle to live in peace despite wanting it?
• What do different religions teach about peace?
• What is the significance of interfaith dialogue in promoting peace?
• How does faith in life after death influence perspectives on peace?
• What challenges exist when religious teachings on peace conflict with historical realities?
4. Examine biblical perspectives on peace
Key Passages:
• Matthew 5:9 (‘Blessed are the peacemakers . . . ’)
• John 14:27 (‘Peace I leave with you . . . ’)
• Romans 12:18 (‘If it is possible . . . live peaceably with all.’)
Discussion: How do these passages connect with the teachings of other religions on peace?
Instructions for groups
• Read each Bible passage carefully
• Reflect on the key message about peace in each verse.
• Summarise the main idea: In your own words, briefly explain what the passage teaches about peace.
• Compare with other religious teachings: Identify a similar teaching on peace from another religion (eg, Islam, Buddhism, Hinduism). Write a short explanation of how it aligns with or differs from the biblical perspective.
Reflect on common themes: Consider what these teachings reveal about the universal value of peace in different faith traditions.
Use the table format below: Create four columns across the page. Label them as follows.
• Bible passage – Write the verse reference (eg, Matthew 5:9).
• Main idea (Biblical teaching on peace) – Summarise the key message of the passage in your own words.
• Similar teaching from another religion – Identify a peace-related teaching from another faith and briefly explain it.
• Connections and reflections – Highlight any similarities or differences between the biblical passage and the other religious teaching, noting common themes.
• List each Bible passage in a new row
• Under the ‘Bible Passage’ column, write: Matthew 5:9, John 14:27, Romans 12:18
• Leave space under each column
Ensure there is enough room for students to write their answers under each section.
The table should be neatly structured, allowing easy comparison between biblical teachings and teachings from other religions.
5. Understand Jesus’ approach to peace and dialogue.
Case Study: Jesus and the Samaritan woman (John 4:1-26)
Activity: Small groups analyse how Jesus’ actions exemplify peaceful dialogue and respect across religious and cultural differences.
Stimulus questions for group analysis
• What were the historical and cultural tensions between Jews and Samaritans?
• Why was it unusual for Jesus to speak with the Samaritan woman?
• How does Jesus initiate the conversation? What does this reveal about his attitude toward others?
• How does Jesus show respect for the Samaritan woman despite societal norms?
• How does Jesus listen and respond to her questions and concerns?
• How does this conversation challenge social, cultural, and religious divisions?
• What emotions might the Samaritan woman have felt during this encounter?
• How does Jesus use common human experiences (like thirst and water) to connect with her?
• What can we learn from Jesus’ example about engaging in peaceful dialogue with people from different backgrounds?
• How can we apply Jesus’ approach to respect and understanding in our own conversations today?
• How can respectful dialogue contribute to peace in our school, community, and world?
6. Interfaith peace initiative
In groups, students create a digital infographic or short video explaining how different religions promote peace and how interfaith dialogue can resolve conflicts.
7. Peace pledge
Students draft a personal or class peace pledge, incorporating insights from the lesson.
Reflection journal: Students respond to: How can I contribute to peace in my school, community, and beyond?
GLOBAL INTERFAITH DIALOGUE AS A PATH TO PEACE
UPPER SECONDARY
Focus: Understanding the role of interfaith dialogue in fostering peace
1. Orienting activity
Discussion starter: Ask students: Have you ever had a disagreement that was resolved through conversation? What made the dialogue successful?
ICT integration: Use an online polling tool (eg, Mentimeter) to gather student responses on what makes dialogue effective.
Creative element: In pairs, students create a short role-play of a conflict resolved through dialogue. Alternatively, students can create comic strips depicting conflict resolution at school.
2. Vocabulary development
Introduce and define key terms from the article.
Key vocabulary: Interfaith, harmony, collaboration, solidarity, diplomacy, common ground, sustainability.
Digital word map: Use an online word cloud generator (eg, WordArt) to visualise students’ associations with these terms.
Differentiation: Pair students to discuss and write sentences using the new words in the context of interfaith dialogue.
3. Reading comprehension
Read the article ‘United in dialogue’ by Luciana Romanski who writes that Global interfaith dialogue is one path to achieving peace.
Students read the article silently or take turns reading around the class. Then, students summarise the article in groups. The Cornell Note-Taking Method is a structured system for organising notes effectively. It divides a page into three sections:
• Notes section (right side) – The largest area where students record main ideas, key details, and important concepts from a lecture or reading.
• Cue column (left side) – A narrower section where students jot down keywords, questions, or prompts related to the notes.
• Summary section (bottom) – A brief summary of the notes, capturing key takeaways in a few sentences.
This method helps with comprehension, retention, and easy review by encouraging students to process and interact with their notes.
Students then answer the guided reading questions:
• What is the primary goal of interfaith dialogue?
• How does the Parliament of the World’s Religions promote interfaith harmony?
• What role does the World Council of Religious Leaders play in addressing global challenges?
• How does interfaith dialogue connect to environmental issues, as seen in the COP28 Faith Pavilion?
• What does Pope Francis emphasise in interfaith efforts?
ICT Integration: Use Google Docs for collaborative annotation, where students highlight and comment on key points.
Differentiation: Provide a simplified version of the article for students who need additional support. You can do this using AI like ChatGPT or Microsoft copilot.
4. Connect biblical teachings to interfaith dialogue
Scripture Passages:
• Romans 12:18 – ‘If it is possible, so far as it depends on you, live peaceably with all.’
• Matthew 5:9 – ‘Blessed are the peacemakers, for they will be called children of God.’
• John 13:34-35 – ‘I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another.’
Activity: Students work in groups to discuss how these scriptures align with the interfaith dialogue initiatives described in the article.
Creative element: Have students create a digital poster (using Canva) that combines scripture with key messages from the article.
5. Jesus as a model for dialogue and peacebuilding
Case study: Discuss Jesus’ interaction with the Samaritan woman at the well (John 4:1-42) and how it demonstrates interfaith dialogue.
Here are five questions to support students:
• How does Jesus’ conversation with the Samaritan woman demonstrate respect and openness toward someone from a different background?
• What barriers (cultural, religious, or social) existed between Jesus and the Samaritan woman, and how did he overcome them?
• In what ways does this encounter model interfaith dialogue and peaceful relationships?
• How did the Samaritan woman’s understanding of Jesus change throughout their conversation, and what does this reveal about the power of dialogue?
• How can we apply Jesus’ example in our own interactions with people of different faiths and cultures today?
Class discussion: How did Jesus’ approach to people of different backgrounds model respect and openness?
• ICT integration: Use Padlet for students to post their reflections on how Jesus exemplified dialogue.
• Connecting to today: Ask students: How can we apply Jesus’ approach to our interactions with people of different faiths or cultures?
• Real-world examples: Discuss modern figures (eg, Pope Francis, interfaith activists) who model respectful dialogue.
Personal reflection: Have students write a short reflection.
• What is one lesson from Jesus’ example that I can apply in my life?
• How can I be more open and respectful in conversations with people from different backgrounds?
6. Scenario-based discussion:
Students are given different religious and cultural perspectives on a global issue (eg, climate change, refugees, poverty).
In groups, they role-play as representatives of interfaith groups working toward a common solution.
Use these scaffolding questions to support students in structuring their dialogue.
Understanding the issue
• What is the global issue we are discussing?
• How does this issue affect people of different religious and cultural backgrounds?
• Why is interfaith dialogue important when addressing this issue?
Exploring religious and cultural perspectives
• What are the key teachings or values from your assigned religion/culture that relate to this issue?
• How do different faith traditions emphasize care for people and the planet?
• What challenges or misunderstandings might arise between different perspectives?
Finding common ground
• What shared values do different religions/cultures have regarding this issue?
• How can we use these shared values to build a united approach?
• What historical or contemporary examples show faith groups working together on similar issues?
Developing a collaborative solution
• What practical steps can faith communities take to address this issue together?
• How can dialogue and mutual respect strengthen our solution?
• How can we present a united message to policymakers, communities, or organizations?
Reflection and application
• What did you learn from this discussion about interfaith collaboration?
• How can interfaith dialogue be applied in real-world problem-solving?
• How can you personally contribute to fostering peace and cooperation in diverse communities?
7. Interfaith awareness campaign
Students create a short video, blog post, or infographic explaining the importance of interfaith dialogue and peacebuilding.
They share their projects on a class website or school forum.
World Religion Day connection: Have students research an interfaith event happening near them or online and write a reflection on how it promotes dialogue.
ICT Integration: Use Flipgrid (in Microsoft Education) or Padlet for students to share their video responses.