The games and presentations for this age group are mainly based around the notion of ‘planting seeds’. A full insight into the tenants of an NLRBE may be difficult to get across in detail at this age. This is not to say we should not try to get across the amazingly positive solutions to social and environmental problems that science and technology have to offer of course, and hopefully the following power point presentation or video will enable you to do just this at this age range:
The following video also contains a good visual example at 47 minutes of what could be achieved in an NLRBE. This would work well with this age range:
Good opportunities to give a talk or put on activities related to delivering NLRBE concepts exist in this age range in the realms of PSHE lessons (personal social education or relative variants) and School activity weeks. These usually occur in the last week of the summer term here in the UK.
Please bear in mind that the following are just a few examples that could serve as useful exercises in delivering NLRBE concepts to this particular age range. Please do feel free to add further materials to aid you in this project.
A good tool to help give some context toward potentially fixed frames reference with regard to social change could be achieved by taking a look at the huge changes in social conduct and practices throughout history. A good show to extract scenes from for this purpose is a BBC program called horrible histories. The link for the show is below:
Some of these perspectives can be used to illuminate that we should not be so quick to ridicule these practices as in a few hundred years, or perhaps less, people in the future will be doing the exact same thing about us. This may be a good point to ask the Children what they think those practices might be.
Reasoning and logic
The promotion of critical thinking:
This is a series that could be shown to kids at the younger end of this age range for this topic area perhaps:
For some of the older age range some examples could be given in terms of being given the tools to challenge illegitimate authority. Something like this could provide an amusing walk through:
Language and communication
This could be addressed through an acting workshop in which the Children are asked to create a screenplay based on communication problems and misunderstanding.
Here are a couple of amusing examples you may find useful to open up this subject:
‘Don’t call me Shirley’:
‘I’m a very lucky Woman’:
Here is an example of a more serious misunderstanding:
The main objective here is to get kids to understand how easily misunderstandings can occur and try to get them to appreciate that an awful lot of miscommunication goes on in the world and that it very often has profound effects on everything from personal relationships to cultural differences and even as a pre-cursor to War.
Two areas to help to promote this notion of more peaceful communication would be the techniques and understanding of non-violent communication:
And General semantics, which can be better understood by watching the following lecture series by Irvin Lee on the subject:
Along with visiting their website at:
Both of these approaches should help to provide many interesting examples of how to deliver the notion of a more empathic, understanding approach of communication for all age ranges.
Imagine there was a new planet nearby identical to earth in every way but has remained uninhabited by human beings. Imagine that all the people from our current planet could be transported to this new planet Earth. How would you build you’re new society if cost didn’t matter? What information would be useful to you when building your new world? What would you change about how this new world works?
This can be implemented as a full topic/project at this age range and could take many different forms of approach.
A useful film to show at some point during the project to help give a context to the project could be to show the short film ‘the story of stuff’:
This thought exercise would be more appropriate in sessions where you have more time at your disposal but a suggested method could be as follows:
- Deliver an introduction regarding some of the problems such as technological unemployment, planned and intrinsic obsolescence and resource depletion, but NOT withheld technological capability at this point. Consider using different, simplified terminology in describing these issues.
- Describe the project and set up groups to discuss some of their ideas to present to the rest of the group. Usually no more than 3 or 4 group members in each group would be best if possible.
- Each group could then give a brief presentation of their ideas s far.
- You could then deliver the power point presentation, ‘Action in Education – Universal presentation’ regarding the actual current state of technological capability towards solving human and environmental problems.
- Ask the groups to go away again and see if they would now change anything about their views or if they would stick with their plan. If they make changes then why did they make them? Equally, if they did not then why didn’t they change them?
Perhaps many more aspects could be added in after this final stage, such as redesigning the Earth’s energy infrastructure according to energy potentials, sustainable city and housing design, transportation and so on.
There could perhaps be model building, debating clubs and many other activities that could be set up along these lines. If possible, it may be a good idea to build many of these ideas into the national curriculum material in your given country or region. This will help make it easier to get the opportunity of going into educational institutions to deliver the project.
The scientific method and the critical thinking, creativity and collaboration inherent to it are of the upmost importance to reinforce in the delivery of the train of thought necessary for an NLRBE.
Hopefully the materials contained for this age range will help towards delivering a sustainable train of thought to the next generation.
It is advised to have read through all the information in the activism section of this site before contacting, or going into any educational facility.
If however, you do require further help or advice, please do not hesitate to get in touch via the contact section of this site.