The study attempted to transform the common connotations of the school anti-bullying and peace education into the Social Studies, Grade 1-9 Curriculum, and to design the school anti-bullying curriculum to guide students with the concept of peace. The content analysis employed to examine the 147 competence indicators (CIs) in the Social Studies, Grade 1-9 Curriculum. The result illustrated that 30 CIs contained with the common concept of peace education and school anti-bullying, located in the four stages and in the nine topics axis. The findings shown the current school anti-bullying CIsare not comprehensiveness and the insufficient of affective indicators in school anti-bullying and peace education. The study encouraged teachers to design the school anti-bullying curriculum beyond the original boundaries of the nine topics axis. Three teaching strategies suggested for teachers, including: (1) to develop their own school anti-bullying CIs, (2) to employ the concentric circles method that contained the previous benchmarks into the next stages, in order to deepen the anti-bullying CIs, and (3) to transfer the CIs of human rights and gender equality education into the school anti-bullying curriculum.