This lesson, part of the series of lessons Non-violent Action: A Force for Change, is an opportunity to evaluate learners’ knowledge and understanding of non-violent action by returning to the pictures of objects/actions that were introduced in Lesson 1. Learners should, having experienced the other lessons, now be able to give more creative responses to the pictures. This lesson could come before or after the lesson which looks at contemporary issues.

This is the final lesson in a series of 6 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72).

This is the fifth in a series of 6 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72).

This is the fourth in a series of 7 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72).

This is the third in a series of 6 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72). This lesson follows on from “Developing personal power part 1”.

This is the second in a series of 6 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72). In this lesson learners explore personal power.

This is the first in a series of 6 one-hour lessons written by consultant, Lucy Holbrook, which explore the concept of “power” – power over, power to, power with and power within. The aim is to give learners a comprehensive Power Toolkit that includes an understanding of how to use their internal body resources to support that external process of non-violent social change. Please see the supporting document written by Lucy explaining the rationale for the lessons (Resource Sheet 72). In this lesson learners are introduced to the four types of power.

We have included the Bristol Bus Boycott in this resource as little attention is usually paid in UK schools to the history of anti-racism in the UK itself. Often there is a focus on the US Civil Rights Movement. The Montgomery bus boycotts and Rosa Parks inspired the Bristol Bus Boycott. Since the resurgence of the Black Lives Matter movement in the UK following the murder of George Floyd in the USA in May 2020 there has been a growing interest in anti-racism and decolonising the curriculum. This series of lessons links well with the case study of English Disco Lovers in the Role of the Arts and to contemporary movements such as Black Lives Matter. These lessons can be used as the first core lessons as an alternative to OTPOR as they also introduce the Pillars of Support and the Non-violent Methods Checklist which are referred to in subsequent lessons. This is a series of four lessons which use the P4C process in an extended way. The first lesson introduces the stimulus of the Bristol Bus Boycott and then uses the Question Quadrant to generate questions about it. These comprehension, general knowledge, speculation and philosophy questions are then explored in subsequent lessons.