Solutions Not Sides workshops can compliment certain topics within your school’s curriculum and exam board. Find out below how we can meet the needs of your class.

 

SMSC

Following the principles of social, moral, spiritual and cultural education, our workshops aid in the promotion of British values within schools, as well as

  • enabling students to develop their self-knowledge, self-esteem and self-confidence

  • enabling students to distinguish right from wrong and to respect the civil and criminal law of England

  • encouraging students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely

  • enabling students to acquire a broad general knowledge of and respect for public institutions and services in England

  • furthering tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation for and respect for their own and other cultures

  • encouraging respect for other people, and

  • encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.


PSHE

Our workshops apply to Core Theme 3: Living in the wider world – Economic wellbeing and being a responsible citizen, specifically points 3 and 4 :

3. teaching about different groups and communities 

4. to respect equality and to be a productive member of a diverse community

Three of our core learning outcomes support the progression of students’ learning in personal, social, health and economic education, these are:

1.    A better understanding of the complexities of the conflict in Israel and Palestine, specifically understanding that it is not fundamentally a religious conflict and there are millions of ordinary people who need a solution

2.    A better understanding, tolerance, and respect for Jews, Muslims, Christians, and diverse societies.

3.    Confidence in applying conflict resolution theory, public speaking, analysis, working as a group, and inspiration for the power of the grassroots and non-violent activism in making democratic change in any situation.


GCSE

See where our workshops apply to your GCSE exam board and subject.

  • Religious Education

Solutions Not Sides workshops address the historical and current religious significance of the Israel-Palestine conflict while promoting a message of peace and co-existence among all religions.

Edexcel: Paper 2: Area of Study 2 – Religion, Peace and Conflict

Muslim and Jewish attitudes towards peace, towards peacemaking, towards conflict, towards pacifism, towards Just War theory, towards Holy War, towards WMDs and towards issues around conflict.


  • History

A foundation lesson on the history of the Israel-Palestine conflict is provided, alongside an awareness that history is still important to modern day politics and negotiations. Our workshops involve interactive discussions on potential solutions, placing students at the negotiations table.

Edexcel: Option 28/29: Conflict in the Middle East, 1945–95

Key topic 1: The birth of the state of Israel, 1945–63. Key topic 2: The escalating conflict, 1964–73. Key topic 3: Attempts at a solution, 1974–95.

AQA: Section 3.2 Understanding the Modern World

Conflict and tension in the Gulf and Afghanistan, 1990–2009. The contribution of the Israeli-Palestinian conflict to tension in the Gulf and to motives for global terrorism.

IGCSE: Depth Study G: Israelis and Palestinians since 1945


  • Geography

This geo-political conflict highlights the importance of resources, land and demographics to power. Our workshops explore some of the needs and interests Israelis and Palestinians have towards statehood and nation building.

AQA: Challenges in the human environment

Section A: Urban issues and challenges and Section C: The challenge of resource management


A-Level

See where our workshops apply to your A-Level exam board and subject.

  • Religious Education

AQA: Component 2: Study of Religions and Dialogue, 2D Islam and 2E Judaism

The dialogue between Islam/Judaism and ethics. Islam/Judaism, migration and religious pluralism.

OCR: Developments in Jewish and Islamic Thoughts

In Islam: Topic 5 Society: Tolerance, Justice and Liberation. Topic 6 Challenges: Islam and the State.

In Judaism: Topic 4 Development: Zionism. Topic 5 Society: State of Israel. Topic 6 Challenges: Post-Holocaust Theology.

Edexcel: Paper 4: Study of Religion, 4E Judaism

Topic 4 Social and historical developments: Context to the modern development of Judaism and the shaping of Jewish identity, Zionism, Holocaust.

  • History

AQA: 1J The British Empire, c1857–1967 Imperialism challenged, 1914–1947.

2O Democracy and Nazism: Germany, 1918–1945 The Racial State, 1933–1941.

OCR: Y320 From Colonialism to Independence: The British Empire 1857–1965 1857 1965 Palestine 1914–1948

Y321 The Middle East 1908–2011: Ottomans to Arab Spring Zionism, Israel and the Palestinian issue and Arab-Israeli Conflict 1948–1956.

  • Government and Politics

Our workshops bring Israeli and Palestinian speakers who are active in politics within their communities, lobbying government and advocating for an end to the conflict through non-violent means. Students will have the chance to engage with international politics and learn about the actions of civil society in Israel-Palestine.

Edexcel: Unit 3 Key Themes in Political Analysis and Unit 4 Extended Themes in Political Analysis

Pressure Groups (lobbying), Racial and Ethnic Politics (ethnic coalitions and conflicts), Human Rights (international law, minority rights, humanitarian intervention)


WJEC- Welsh Baccalaureate

The WJEC curriculum’s Skill Challenge Certificate component can incorporate Solutions Not Sides’ workshops and broader discussions about the Israel-Palestine conflict as a global case study. The workshops teach critical thinking techniques, as well as promoting a resolution focussed approach to global issues, encouraging students to become active, conscientious citizens while looking at a current, important global conflict.

3.4 Global Citizenship Challenge

The purpose of the Global Citizenship Challenge is to develop learners’ skills, whilst providing opportunities to understand and respond appropriately to global issues. During the Global Citizenship Challenge learners will explicitly develop skills of Critical Thinking and Problem Solving and Creativity and Innovation and apply them in an appropriate manner.

Welsh RE framework

Aims to work to create hypotheses, using problem-solving techniques, critical, creative, intuitive thinking and developed metacognition to evaluate a range of preconceptions, possibilities and explanations.