Exploring Beliefs and Conflicts

Overview

Duration: 90 minutes
Class Size: 15 students
Subject: PSHE (Personal, Social, Health and Economic Education)
Year: 12 (Ages 16-17)
National Curriculum Links:

• PSHE Association Programme of Study (Key Stage 5)
• Citizenship and Personal Development strands: Exploring values, beliefs, social influences and conflict resolution
• Relates specifically to developing understanding of diverse beliefs and managing conflict respectfully

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Learning Objectives

By the end of this lesson, students will be able to:
3.1 Describe situations where beliefs and opinions are held on:
 a) personal grounds
 b) cultural or religious grounds
3.2 Identify ways one set of beliefs and opinions can come into conflict with another
3.3 Identify and evaluate effective methods to deal with conflicts arising from differences in beliefs and opinions

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Curriculum Alignment and Rationale

This lesson closely adheres to the National Curriculum framework for PSHE at Key Stage 5, which emphasises:

• Respecting diversity and understanding the impact of beliefs on behaviour
• Analysing sources of conflict caused by differences in belief systems
• Developing strategies for managing conflict peacefully and constructively
  The lesson is designed to stretch and challenge Year 12 learners through critical thinking, reflection, and independent analysis in line with the curriculum’s focus on personal development and responsible citizenship.

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Resources Required

• Individual student worksheets (scenario-based tasks)
• Pens and highlighters
• Whiteboard and markers
• Projector for initial stimulus (short video or thought-provoking quote)
• Reflection journals or digital devices for typed responses (optional)

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Lesson Breakdown

0-10 mins | Starter: Personal Reflection & Independent Thought

• Activity: Present students with a provocative quote related to beliefs and opinions, e.g. “Beliefs are the roots of conflict as well as peace.”
• Task: Students independently write a brief response reflecting on a time their own personal belief differed from others’. Include how it felt and what they did.
• Purpose: Activates prior knowledge; personalised engagement; sets tone for individual work

10-30 mins | Describing Beliefs on Personal and Cultural/Religious Grounds (Objective 3.1)

• Teacher Input (Brief): Clarify definitions of beliefs and opinions on personal, cultural, and religious grounds. Reference examples aligned with UK diversity (e.g., dietary practices, political opinions, religious observances like Ramadan or Diwali).
• Independent Task:
   - Students receive a worksheet with 6 detailed scenarios that illustrate beliefs held on personal and cultural/religious grounds (e.g., someone refusing certain medical treatment due to religious beliefs; conflicting views on same-sex relationships based on cultural expectations).
   - For each scenario, students independently write a description identifying if the belief/opinion is personal or cultural/religious and explain why.
• Stretch Challenge: Students are invited to propose alternative viewpoints that might arise in each scenario to deepen their understanding of diversity of beliefs.

30-55 mins | Identifying Conflict Between Beliefs (Objective 3.2)

• Teacher Input: Outline common causes of conflict between belief sets: misunderstanding, stereotyping, lack of respect, social pressures. Include examples relevant to UK society (e.g., religious dress codes vs workplace policies).
• Independent Analytical Task:
   - Students analyse three new brief case studies where conflicts have arisen due to differing beliefs/opinions.
   - They complete a structured worksheet identifying:
    • The conflicting beliefs/opinions involved
    • The underlying reasons for conflict
    • The potential impact on relationships/community
• Critical Thinking Extension: Students suggest possible consequences if conflicts are left unresolved.

55-80 mins | Strategies for Dealing with Conflicts (Objective 3.3)

• Teacher Input: Present a model for conflict resolution focusing on respectful communication, empathy, finding common ground, and agreeing to disagree. Reference restorative justice principles and British values of mutual respect and tolerance.
• Independent Application Task:
   - Students must select one conflict case from earlier and independently write a detailed response that:
    • Identifies at least two realistic strategies to resolve or manage the conflict
    • Explains why these strategies might be effective in that context
    • Considers the potential challenges in implementing these strategies
• Challenge Task: Students propose an original method or approach (not discussed in class) for managing belief conflicts, supported by reasoning.

80-90 mins | Reflective Plenary

• Task: Students write a short reflective paragraph on what they have learned about the complexity of beliefs and conflicts, and how this understanding might influence their actions in real life.
• Teacher Closing Input: Emphasise the importance of respect, critical thinking, and self-awareness in cultivating peaceful coexistence in diverse societies.

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Assessment and Feedback

• Formative assessment through independent worksheets and reflection journaling that capture understanding and analysis of beliefs and conflicts.
• Teacher circulates during independent work to provide targeted written feedback (annotated worksheets) focusing on stretching students’ evaluative skills.
• End of lesson reflection acts as self-assessment of personal growth in understanding and empathy.

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Stretch and Challenge Elements

• Scenario analysis incorporates complex, realistic dilemmas encouraging higher order critical thinking.
• Students independently generate alternative viewpoints and original conflict resolution strategies, promoting creativity and deep engagement.
• Critical reflection nurtures emotional literacy crucial for PSHE and personal development.

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Differentiation

• Support sheets with guiding questions for students requiring scaffolded help.
• High-achieving students challenged with extension tasks and encouraged to incorporate wider social/political context.
• All work done independently to respect students’ preferred learning style avoiding group work.

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Links to Broader Curriculum and Skills

• Citizenship: Understanding diversity and conflict resolution
• English: Reading carefully, evaluating arguments, structured writing
• SMSC: Spiritual, moral, social and cultural development through reflecting on beliefs and respectful discourse

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Notes for Teachers

• Consider pre-identifying students who might benefit from additional emotional support during sensitive discussions on beliefs.
• Use neutral, inclusive language throughout to avoid alienating students.
• Encourage journaling beyond lesson for ongoing personal reflection if possible.

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This detailed, curriculum-aligned plan challenges Year 12 students to engage deeply, independently reflect, and develop practical and thoughtful approaches to navigating beliefs and conflicts – core skills for their personal and civic growth.