Creating Protest Plans

Overview

Unit: Protest and Ethics Exploration (Lesson 5 of 6)
Duration: 30 minutes
Class size: 8 students
Year Group: Year 8
Subject: Religious Education
National Curriculum Link:

Religious Education Programme of Study (England) – Key Stage 3
Focus Areas:
- Understanding ethical issues, including social justice and human rights
- Exploring diversity of beliefs and ideas
- Developing skills of enquiry, reflection, and communication

Learning Objectives

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

Plan a protest on an issue important to them, considering clear goals and ethical concerns (NC Ref: KS3 RE – Ethical Dimensions 3b).
Analyse ethical principles related to peaceful protests and respect for others' rights (NC Ref: Ethical Teaching – KS3 RE 1a).
Communicate ideas effectively through group collaboration and presentation of their protest plan (NC Ref: Communication skills – KS3 RE 4c).

Success Criteria

Students identify a protest issue relevant to their experience or beliefs.
Students demonstrate ethical awareness by including respect, non-violence, and inclusivity in their protest plan.
Students create a clear, structured plan outlining methods of communication and desired impact.
Effective teamwork and active participation are evident in group work.

Curriculum Links

Religious Education Statement of Entitlement (2019): Exploring how beliefs influence individuals' choices about justice and fairness.
British Values: Understanding democracy, freedom of speech, and mutual respect in civic activism.
Ethical Enquiry: Apply critical thinking to real-world issues, recognising multiple viewpoints.

Resources Needed

Large paper/posters or whiteboard space
Markers/pens
“Protest Planning” worksheet (includes sections for issue, ethical principles, method of protest, communication plan)
Scenario cards with examples of peaceful protests (optional)

Lesson Structure

1. Starter (5 minutes)

Brief whole-class recap on previous lessons about protest and ethics.
Prompt question to stimulate thinking: “What makes a protest effective and ethical?”
Quick brainstorm – gathers 3-4 student ideas on whiteboard (e.g., peaceful, clear message, inclusive).
Differentiation: For students who find brainstorming difficult, provide sentence starters such as “A good protest should be…”
Extension: Challenging students to consider historical examples of ethical protests (e.g., Gandhi, Martin Luther King) briefly.

2. Main Activity - Group Protest Planning (20 minutes)

Divide class into 3 groups (2-3 students each, organised to balance abilities).
Each group chooses an issue (can be real or imaginative) that matters to them (e.g., climate change, animal rights, school rules).
Using the worksheet, groups map out:
- The protest's main message and ethical considerations (respect, non-violence, legality).
- How they will communicate their message (social media, banners, speeches).
- Logistics: location, timing, and roles within the group.
Teacher circulates to scaffold ideas, ensuring ethical aspects are explicitly discussed (e.g., why violence undermines ethics and outcomes).

Differentiation:

Provide sentence frames and key vocabulary for those with lower literacy.
Higher-ability learners can be tasked with anticipating potential ethical dilemmas and solutions within their plan.

Extension: Encourage advanced learners to consider how to accommodate opposing views in their communication plan to promote dialogue.

3. Plenary and Assessment (5 minutes)

Each group presents their protest plan in 1-2 minutes.
Teacher and peers give brief feedback focussed on clarity, ethical awareness, and creativity.

Assessment:

Formative assessment using a simple checklist aligned to success criteria: clarity of message, inclusion of ethical principles, teamwork.
Teacher notes individual contributions to participation.

Differentiation Strategies

Learner Type	Strategy	Outcome
SEN / Lower Literacy	Sentence starters, writing scaffolds, visual aids	Fully engaged; can articulate ideas with support
EAL Learners	Use of key vocabulary lists, pairing with supportive peers	Understands content and participates confidently
Advanced Learners	Ethical dilemmas extension task, consideration of counter-arguments	Deepens understanding and challenge through critical thinking

Extension Ideas

Home Learning: Research a famous protest and write a short reflection on the ethical choices made.
Cross-Curricular: Link with English by writing persuasive speeches or social media posts as part of the protest plan.
Leadership: Invite advanced learners to lead short training on peaceful protest ethics to the class.

Teacher Reflection Notes

Observe group dynamics to adjust support during planning.
Encourage respectful listening during presentations to reinforce citizenship skills.
Consider follow-up in the last lesson by inviting students to reflect on their protest plans and real-world application.

This structured yet creative lesson taps into students’ own experiences and beliefs while staying deeply rooted in the ethical inquiry central to the National Curriculum for Religious Education. It promotes collaboration, critical thinking, and practical application of ethical principles within the framework of peaceful activism – perfect for Year 8 learners exploring protest and ethics.

Teaching Instructions