Advocacy in Communities

Overview

In this lesson, students learn what advocacy means and practise sharing ideas for safe, kind changes they would like to see in their community. They will use a simple plan to choose one way to advocate and explain why it matters.

Learning intentions

• WALT understand the basics of advocacy and how it can help communities.
• WALT recognise that we can speak up in respectful ways to ask for change.
• WALT identify one way we could advocate for something that would make our community better.

Success criteria

• I can explain what advocacy means using my own words or a sentence stem.
• I can name one problem (big or small) in my community that could be improved.
• I can choose one action to advocate (for example: tell an adult, write a message, join in a class plan).
• I can say why my chosen action is a safe and respectful way to speak up.

Curriculum links

• Relationships and Sex Education and Health Education focus: taking responsibility for themselves and others, and making choices that help the community.
• Personal, social, health and economic wellbeing: learning how to express views, negotiate, and collaborate.
• British values: respecting others’ rights, listening to different viewpoints, and taking part in community life.

Lesson structure (60 minutes)

1. 0–5 mins Starter: “What is advocacy?”

• Teacher shows 3 picture prompts (e.g., “help someone”, “ask for a safer play area”, “speak to an adult about litter”).
• Students vote with thumbs-up/sideways and say one word about what they think “advocacy” might mean.

2. 5–12 mins Teach: Simple advocacy definition

• Teacher models an easy definition: “Advocacy is speaking up for something that helps people or our community.”
• Use a clear example: “If the bins are overflowing, we can tell the right adult so it improves.” Emphasise safe, respectful ways.

3. 12–22 mins Guided practice: Advocacy steps

• Introduce a 4-step visual plan on the board:
• Notice (I see…)
• Choose (I want…)
• Ask (I will tell/write/speak…)
• Reason (It helps because…)
• In pairs or small groups, students fill in one step together using sentence starters.

4. 22–34 mins Case study discussion: “Who helped change?”

• Teacher presents 2 short, age-appropriate case studies of successful community advocacy (e.g., children asking for a safer crossing; residents requesting better recycling).
• Students sort: “Advocacy” vs “Not advocacy” using teacher prompts.
• Adult-learner support: allow non-verbal responses (pointing, choosing cards) and short teacher-led turns.

5. 34–45 mins Plan your advocacy (choice time)

• Students choose one community issue they care about (school or local community).
• Teacher provides a structured template: “My advocacy is… I notice… I ask… It will help…”
• Students work with support: complete at least one sentence and one action.

6. 45–55 mins Share and feedback

• Students practise presenting their plan using the template.
• Teacher and peers give feedback using two prompts only:
• “I like how you… (chosen action is respectful/safe).”
• “One thing you could add is… (a reason or next step).”

7. 55–60 mins Plenary: Exit ticket

• Each student completes an exit card: “My advocacy action is…” plus a reason sentence stem.
• Quick check for understanding: students show thumbs-up if their action is respectful and safe.

Resources

• Picture prompt cards for “notice/ask/help” and examples of community improvements
• 4-step advocacy visual plan (Notice–Choose–Ask–Reason) on one slide/page
• Case study cards (simple summaries with pictures; no long text)
• Sentence starter strips (e.g., “I notice…”, “I want…”, “I will tell…”, “It helps because…”)
• Advocacy planning template (lined boxes with word banks)
• Feedback prompt cards (two simple sentence stems)
• Coloured action cards (tell an adult, write a message, make a poster, join a class group plan)
• Exit ticket cards
• Timer and movement break space (optional for attention support)

Assessment

• Formative: observe group sorting and participation in the advocacy steps activity.
• Formative: check templates and exit tickets for accurate, safe advocacy actions and a clear reason.
• Summative (light touch): students can verbalise or point to their advocacy plan and action.

Differentiation

• Support (Autism/ADHD-friendly):
• Use consistent routines, visual step-by-step prompts, and short instructions.
• Offer choice of response modes: speak, point to cards, or complete sentence frames.
• Provide a “ready-made example” template to reduce working-memory load.
• Support for SEN/difficulty with writing:
• Use partially completed templates; students fill only key words.
• Allow audio recording or teacher scribing for one sentence if needed.
• Extension (for advanced learners):
• Ask for “who” and “next step”: “Who will you speak to?” and “What will you do if they don’t respond?”
• Add a persuasive reason: “It improves safety/kindness/fairness because…”
• EAL:
• Provide visual word banks and model sentences; allow students to use one sentence frame with a translated first language if helpful.
• Use partner rehearsal before whole-class sharing.

Dyslexia-Friendly Reading Options

• Provide case studies as picture-first cards with very short sentences (1–2 lines each).
• Use the advocacy template with large boxes and a limited word bank (no dense paragraphs).
• Offer pre-highlighted sentence starters and the same structure for the exit ticket.
• Allow oral support: teacher reads the case study cards; students respond using cards or brief sentences.

Extension (optional)

• Write a letter to a community leader using a clear template.
• Template sections: “Dear…”, “I am…”, “I notice…”, “I ask…”, “It helps because…”, “Yours sincerely…”
• Dyslexia-friendly: large spacing, minimal text, word bank for “notice/ask/help”.