Community Improvement Plan

Overview

In this 60-minute PSHE lesson (Lesson 15 of 20), students create a simple Community Improvement Plan to help make their local area safer, kinder, and more helpful. They will practise presenting their plan to peers.

Learning intentions

• WALT develop a community improvement plan for a real local need.
• WALT identify actions that a person (or small group) can do responsibly.
• WALT explain why the chosen actions will improve the community.

Success criteria

• I can name one problem in my community and describe how it affects people.
• I can choose 2–3 actions that are realistic and responsible.
• I can present my plan clearly to a partner or small group.
• I can use kind, respectful listening when others present their plans.

Curriculum links

• Relationships education: being part of a community and showing respect for others.
• Health education: making healthy choices and taking practical steps to stay safe.
• Citizenship (within PSHE): contributing to the community and understanding responsibilities.
• British Values in practice: speaking and listening respectfully, working together, and taking democratic choices.

Lesson structure (60 minutes)

1. 0–5 min | Welcome + focus

• Display the lesson goal: “Create a Community Improvement Plan.”
• Quick recap of previous lessons: what communities are, and how volunteers can help.

2. 5–15 min | Model a simple plan

• Teacher shows a visual template (Problem → Action → Who helps → When/How → Why it matters).
• Model with a familiar example (e.g., “More litter near the park” → “Organise a weekly tidy for 10 minutes” → “Me + friends + adult helper” → “Saturday morning” → “Keeps the area clean and safe”).

3. 15–25 min | Choose a community issue

• Students brainstorm in small groups or with a structured choice board (school paths, playground, shopping area, community garden, library rules).
• Teacher helps students pick one issue that is manageable and age appropriate.

4. 25–40 min | Build the improvement plan

• Students complete their template using sentence starters and picture prompts.
• Teacher circulates and prompts: “Is this something you can really do?” “How will it help others?” “What might be unsafe or unfair?”

5. 40–50 min | Practise presenting (low-pressure)

• Students present to a partner using a speaking frame:
• “My community is…”
• “The problem is…”
• “My actions are…”
• “It will help because…”
• Partners practise respectful listening: looking at the speaker and waiting to speak.

6. 50–58 min | Present to peers (whole class or groups)

• 3–6 students share (or each group shares one plan) depending on time.
• Teacher uses a quick feedback routine: “One thing I liked / One question / One suggestion.”

7. 58–60 min | Reflect + next steps

• Students indicate (with thumbs or simple cards) how confident they feel presenting and what they will do next to make their plan real.

Resources

• Visual plan template (Problem/Action/Who helps/When-How/Why)
• Picture cards for common community issues (litter, bullying prevention, safe crossing, caring for shared spaces)
• Sentence starter strips and speaking frames
• Coloured pencils, crayons, glue sticks
• Timer for practise rounds
• Feedback cards: “I liked… / I have a question… / I suggest…”
• Simple checklists for presenting (student-friendly)
• Adult helper/teacher support prompts for groups
• Dyslexia-friendly reading support: printed visuals-only version plus short sentences with large font

Assessment

• Teacher checks completed templates for realism (actions that students can do), clarity, and respectful responsibility.
• During partner and group presentations, teacher assesses communication using the speaking frame (content and listening behaviours).
• Quick end-of-lesson reflection shows confidence and next-step understanding.

Differentiation

• Structured outlines: provide a filled-in example template and partially completed student templates (students choose the missing parts).
• Choice boards: offer limited, age-appropriate issue options with picture supports rather than open-ended brainstorming only.
• Communication supports for Autism/ADHD: use short, timed chunks (5–10 minutes each), clear routines, and visual timers; allow movement breaks if needed.
• Extension for more confident students: ask them to add a “Possible obstacle + how we will solve it” box (e.g., “If it rains, we move to the next day”).
• EAL support: allow students to point to pictures or use dual-language labels for key words; accept first-language explanations supported by teacher summarising in English.
• SEN support (including dyslexia-friendly needs): use large font, high-contrast colours, and audio support if available; offer a “visual-only” plan where students can draw the actions and teacher writes short captions.

Extension (optional)

• Advanced learners prepare a 1-page “Volunteer Pitch” summary of their plan for a community adult (e.g., a local council contact, school staff, or community leader). They practise delivering it respectfully and clearly, focusing on the problem, actions, and why it matters.