Beliefs and Conflicts

Overview

This 90-minute lesson engages Year 10 GCSE students in exploring how beliefs and opinions form on personal, cultural, and religious grounds, how they can conflict, and practical strategies to resolve these conflicts. The lesson aligns precisely with the PSHE education aspects of the National Curriculum for England, focusing on fostering respect, tolerance, and critical thinking about diversity.

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National Curriculum Alignment

• PSHE Association Programme of Study for KS4 (Years 10-11)
• Learning Objectives:
  • Recognise and respect the diversity of beliefs and opinions held on personal, cultural, and religious grounds (NC PSHE Theme: Living in the Wider World)
  • Understand the roots and nature of conflicts stemming from differing beliefs (NC PSHE Theme: Relationships)
  • Develop strategies to manage and resolve conflicts arising from these differences (NC PSHE Theme: Health and Wellbeing)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe situations where beliefs or opinions are held on personal, cultural or religious grounds (NC PSHE 3.1).
2. Identify examples of conflicts arising from differing beliefs and opinions (NC PSHE 3.2).
3. Suggest and evaluate constructive ways to manage conflicts based on differences in beliefs and opinions (NC PSHE 3.3).

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Resources

• Whiteboard/Flip chart and markers
• Scenario cards (5-6 cards describing conflicts based on belief/opinion differences)
• Large paper & coloured pens for group work
• Reflection worksheets
• Online polling tool or A4 voting cards for quick opinion polls
• Projector/laptop for short video clip

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Lesson Structure

Introduction (15 minutes)

Activity: Mind Mapping Beliefs and Opinions

• Method: On the whiteboard, facilitate a whole-class brainstorming session. Students call out different contexts where people hold beliefs or opinions (personal, cultural, religious).
• Output: Create three sections on the board: personal beliefs, cultural beliefs, religious beliefs with student-sourced examples in each.
• Objective: Link examples back to NC PSHE 3.1.

Teacher tip: Use probing questions: “Can you think of a belief that shapes how you behave personally? What about one that belongs to your cultural or religious background?”

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Main Activity Part 1: Conflict Identification (25 minutes)

Activity: Conflict Scenario Carousel

• Method: Divide the class into 5 pairs. Give each pair a different scenario card describing a conflict between beliefs/opinions (e.g. religious vs cultural practice, personal lifestyle choice vs cultural norm).
• Each pair discusses the situation and identifies:
  1. The beliefs/opinions involved
  2. How these beliefs/opinions clash
• After 7 minutes per card, pairs rotate to a new card, adding further insights.
• Objective: Meet NC PSHE 3.2 (identifying conflicts).

Example scenarios:

• A Muslim student wants to wear a religious symbol that conflicts with the school uniform policy.
• A student's opinion about vegetarianism clashes with cultural traditions around food at home.

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Main Activity Part 2: Conflict Resolution (25 minutes)

Activity: Group Solutions Workshop

• Form 2 groups of 5 students. Assign each group two conflict scenarios (created or from carousel).
• Groups brainstorm and note constructive ways to manage or resolve the conflicts, referencing negotiation, empathy, compromise, or mediation techniques taught in PSHE.
• Emphasise effective communication methods, respect for diversity, and use of school/community support systems (counsellors, peer mediation).
• Each group presents their solutions (5 mins each).
• Objective: Address NC PSHE 3.3 (ways to deal with conflicts arising from differences).

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Plenary (15 minutes)

Activity: Quickfire Reflect and Vote

• Use a quick polling method (show of hands, coloured cards, or digital poll) to answer:
  • “What is the most important skill to resolve conflicts of belief?” (e.g. listening, empathy, compromise)
  • “Can you think of a time you experienced or saw conflict due to differing beliefs?” (Optional short sharing)
• Hand out a reflection worksheet to capture:
  • One new thing learned about beliefs or opinions
  • One way you could manage conflict differently in future
• Review how the lesson links to respect and promoting mutual understanding, reinforcing British Values (tolerance, mutual respect).

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Assessment

• Formative assessment through group discussions and scenario analyses (teacher observes ability to identify root causes of conflicts and articulate beliefs involved).
• Peer assessment during group presentations focused on practicality and respectfulness of proposed solutions.
• Reflection worksheet provides summative insight into personal understanding and attitudes developed.

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Differentiation

• Support students with SEN by providing simplified scenario cards or allowing verbal explanation for reflections.
• Challenge higher-ability students to consider underlying power dynamics or societal structures influencing belief conflicts.

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Extension/Homework (Optional)

• Write a 200-word personal reflection on a belief or opinion important to them and how they would explain it respectfully to someone who disagrees.
• Research and bring in a real-world example of cultural or religious conflict and a resolution (news, history, or school/community context).

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Teacher Notes

• Create a respectful and safe classroom atmosphere to encourage honest discussion.
• Encourage students to agree to ground rules about listening and non-judgement.
• Use real-life examples that are relevant to the students’ context whenever possible to deepen engagement.
• Link back to SMSC and British Values explicitly to meet Ofsted expectations.

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This detailed model aims to deliver a rich, interactive, and curriculum-anchored experience that empowers students to understand, respect, and navigate belief differences confidently and empathetically.