Format · Full interactive lesson
S1
When Does Influence Become Coercion?
You will learn to
- Analyse relational, emotional, financial and reputational coercion.
- Distinguish persuasion, dependence and coercion without reducing the issue to a checklist.
- Defend a judgement with evidence and uncertainty.
Book and story connection
An authorised book situation opens the issue; an ambiguous matched case tests analysis beyond the story.
Important: fiction creates safe distance and insight. It is not evidence of prevalence.
Teacher View · unique guidance for S1
Audience, time and preparation
Prepare
Audience: Stretch, ages 15–18. Learner time 55–65 minutes; facilitated time may include discussion and pauses.
Prior learning: Core consent, evidence, safer-help and law concepts.
Resources: This online lesson, a projector or individual device, optional printed scenario cards, a private question route and the current Help page. Every selection activity has a non-drag alternative.
Before you teach: Establish a no-disclosure climate, confirm the school safeguarding route and DSL readiness, explain confidentiality boundaries, and ensure nobody contacts or mediates with family where forced-marriage risk is suspected.
Teach
Purpose: Require evidence, counter-evidence and limits.
Opening baseline: Which fact most changes the meaning of the second yes?
Ask: Which facts change the person’s real alternatives?
Listen for: Power, dependency, consequences, uncertainty and counterfactuals.
Four distinct activities: baseline, explanatory teaching, application practice, changed-information reassessment and novel transfer.
Respond
Misconception: Every influence is coercion, or only violence counts.
Explanatory correction: Test what would need to change for consent to become more or less free.
Protect
Safeguarding: No pupil victim role-play.
Avoid: Personal relationship analysis.
Disclosure response: Thank you for telling me. I’m going to take what you’ve said seriously. I can’t promise secrecy if somebody may be unsafe. I will share only with people who need to help keep you safe.
Adapt & assess
SEND/EAL and reduced-text: Use paired cases and a structured supports/weakens/unknown grid.
Stretch: Require a counterargument.
Evidence of learning: Deep work defends a judgement while naming uncertainty.
Assessment: Emerging identifies relevant ideas; Secure applies evidence and safer help with a reason; Deep acknowledges ambiguity and revises proportionately.