Advocacy and Activism

Context and Curriculum Alignment

Key Stage: 2
Year Group: 6 (ages 10–11)
Curriculum Area: Religious Education (RE)
Unit Title: Rights, Needs, and Justice
Lesson Number: 9 of 10
Lesson Title: Advocacy and Activism
Instruction Time: 60 minutes
Class Size: 30 pupils

UK Curriculum Links:

This lesson helps meet the aims of the Locally Agreed Syllabus for Religious Education by:

• Enabling pupils to consider and respond to moral issues and apply insights from religions and worldviews.
• Engaging pupils with ultimate questions of human rights, values, and responsibilities.
• Encouraging an understanding of how beliefs in action can lead to active contributions to society in the form of social justice and advocacy.

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Understand what advocacy and activism mean in the context of rights and justice.
• Identify real-life examples where religious beliefs or values have inspired advocacy.
• Reflect on how individual actions, especially from young people and faith leaders, can lead to community change.
• Create their own mini advocacy campaigns to demonstrate understanding.

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Key Vocabulary

• Advocacy
• Activism
• Justice
• Rights
• Responsibility
• Peaceful protest
• Community change
• Faith in action

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Resources Required

• Large world map or UK map
• Printed case study cards (example social justice advocates)
• Flipchart paper & marker pens
• Coloured card/paper, scissors, glue, stickers (for campaign posters)
• "Voices of Justice" slips – quotes from religious figures
• Audio clip or short video extract (pre-downloaded) of Greta Thunberg, Malala Yousafzai, or local UK youth advocates
• Projector or screen
• Ethical dilemmas flashcards

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Lesson Structure (60 Minutes)

⏳ Starter Activity (10 mins) — "What Would You Stand For?"

Purpose: To stimulate moral thinking and gauge pupils' values

• Display a series of moral dilemmas (5–6 quickfire questions) and ask students to stand in different corners of the room based on how they would respond (Yes / No / Not Sure).
  • E.g., “Should everyone have a safe place to live?” “Is it right to break rules if the rules are unfair?”
• Encourage pupils to briefly explain their reasoning.

Teacher note: This physical engagement helps warm up thinking about justice and advocacy, and builds confidence in expressing personal opinions — key RE skills.

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📖 Main Input (15 mins) — What is Advocacy?

Purpose: Define key concepts and give real-life applications

1. Define advocacy and activism with pupil-friendly examples.

   • "Advocacy is speaking up on behalf of others to make the world fairer."
   • "Activism is doing something about the problem – peacefully but powerfully!"

2. Use map to locate where actions for justice have happened — tie in with UK examples. Mention relevant religious or spiritual influences:

   • Rosa Parks (inspiration from Christian beliefs)
   • Malala Yousafzai (inspired by Islamic values of education and justice)
   • William Wilberforce (Christian abolitionist in UK history)
   • Greenbelt Festival (Christian-based UK activism)

3. Show 3-minute video/audio clip featuring a young activist (UK-based if possible) + short class discussion:

   • What motivated the person?
   • What actions did they take?
   • How did their actions influence others?

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🎓 Differentiated Group Activity (20 mins) — Advocacy in Action

Purpose: Explore real-world examples of advocacy and link with beliefs

Teacher-led Group Tasks (pupils split into 6 groups):

Each group receives a case study card of a faith/ethical advocate (e.g., Marcus Rashford, the Salvation Army, Islamic Relief UK, Greta Thunberg with climate justice, Martin Luther King Jr., or Quakers in anti-war movements).

Task:

• Identify:

  • What was the issue?
  • What values or beliefs motivated the person or group?
  • What actions did they take?
  • How can their actions inspire us?

• Groups will then create a mini advocacy campaign poster using their learning. It must:

  • Have a short slogan (e.g. “Speak Out for Shelter”, “One Meal, One Right”)
  • Show the issue and action
  • Include a motivation (“We believe…”)
  • Be colourful and clear

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💬 Plenary (10 mins) — Gallery Walk & Reflection

1. Gallery Walk: Pupils walk around viewing posters from each group. Use sticky notes to write one thing they “liked” and one “action idea” they’d consider for their own lives.

2. Class Discussion Prompt:

   • “What does it mean to make a difference?”
   • “Does someone need to be famous to be an activist?”
   • “Could a Year 6 pupil be an advocate?”

3. Share a quote from Desmond Tutu:

   “If you are neutral in situations of injustice, you have chosen the side of the oppressor.”

Ask: What does it mean for us today?

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Assessment and Success Criteria

Formative Assessment Through:

• Participation in the ethical dilemma starter
• Responses during discussion
• Collaboration in group work
• Creativity and clarity in campaign poster
• Reflection in gallery walk

Pupils working at expected level will:

• Define advocacy and activism clearly
• Connect advocacy to beliefs and values
• Give examples of real-life change-makers
• Contribute meaningfully to group discussion and poster creation

Pupils working above expected level may:

• Compare different motivations (religious, ethical, social)
• Suggest realistic ways to take action as young people
• Reflect deeply on justice and personal responsibility

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Extension / Homework (Optional)

Challenge: Write a short letter to a member of your local council or MP about an issue you care about, explaining why it matters and suggesting changes. Link back to beliefs and values where possible.

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Inclusion and Differentiation

• Case studies reflect diverse genders, cultures, and beliefs
• Grouping adapted to support mixed ability, EAL pupils, and SEN needs
• Visual prompts, sentence stems and adult support available
• Differentiated roles in group task: researcher, writer, artist, presenter

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Teacher Reflection Prompt

• Did students draw effective links between beliefs and action?
• Which pupils thrived in persuasive communication?
• How might we support students in taking real-world action beyond the classroom?
• Can we create a school bulletin board to showcase our Year 6 Action Posters?

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Let’s empower our pupils not just to learn about justice — but to become agents of it.