Time for Action

Overview

In this lesson, you and the students explore common community issues and practise simple ways to notice them and help responsibly. Students focus on one or two issues they can understand and act on safely.

Learning intentions

WALT: Recognize key community issues and begin to suggest simple, safe actions to help in our community.

Success criteria

I can name one community issue. I can describe how we might notice it (what we see/hear). I can say one kind and safe action a community volunteer could take. I can listen to others’ ideas and share my own respectfully.

Curriculum links

• PSHE: Health and wellbeing—relationships, respect, and safe choices in everyday contexts.
• PSHE: Citizenship—understanding how communities work and how we can help make them better.
• PSHE: Moral and social responsibility—taking responsibility for choices and actions.
• Fundamental British values—respect and listening when sharing opinions.

Lesson structure (60 minutes)

1. 5 min – Welcome and purpose

• Show a simple “Today we will…” slide: community issue, noticing, and safe help. Repeat WALT together.
• Briefly remind students of class rules for discussion: listen, wait, and speak kindly.

2. 10 min – What is a community issue?

• Use picture cards showing examples like litter, bullying, unsafe paths, noise that upsets others, missing bins, or damaged playground equipment.
• Ask: “Is this happening in our community? What could it affect?” Keep answers short and concrete.

3. 10 min – Recognise and sort

• In pairs or with support, students sort cards into two groups: “community issue” and “not a community issue” using a teacher model.
• Teacher prompts with sentence starters: “A community issue is when…” and “I notice it when…”

4. 10 min – Community connection: How can we help?

• Create a class “Ways we can help” chart with simple volunteer actions:
• “Tell a trusted adult”
• “Pick up litter safely with gloves/tidy tools”
• “Use kind words and include others”
• “Report unsafe things”
• “Help keep shared areas tidy”
• Keep emphasis on safety: volunteers do not fix dangerous problems alone.

5. 10 min – Role-play: Time for Action

• Do two short scenarios (teacher-led):
• Litter on the playground
• Someone being unkind
• Students choose an action card and practise a 1–2 sentence response: “I can help by…”
• Provide quick feedback focused on safety and respect.

6. 10 min – Individual check-in: Name one issue

• Students complete a quick “My community issue” drawing or choose from a small set of picture options.
• For each student, ask verbally: “Which one community issue did you choose? What is one safe thing you could do?”

7. 5 min – Plenary and exit statement

• Whole-class share: each student states one issue and one action (or points to their picture).
• Revisit WALT and celebrate effort: “We are learning to notice issues and help safely.”

Resources

• Picture cards of common community issues (10–15 images)
• “Ways we can help” action cards (safe, kind, report to adult)
• Sorting mats or two large hoops/columns labelled “Issue” / “Not an issue”
• Class chart paper or interactive board template
• Scenario role-play scripts with simple prompts
• Student choice sheets: “My community issue” (drawing space + picture options)
• Coloured pencils/crayons
• Dyslexia-friendly reading sheets (short sentences, large font, spaced text)
• For safety: tidy/litter-pickup prop visuals (no heavy equipment)

Assessment

• Formative teacher observation during sorting and role-play (can the student identify an issue and suggest a safe action).
• Targeted verbal check-in at the end: one community issue named and one action stated.
• Review of student “My community issue” responses to confirm understanding.

Differentiation

• Visual charts and pictorial choices are used throughout (issue sorting, action cards, sentence starters).
• Provide a teacher model first, then scaffold with “I notice when…” and “I can help by…” frames.
• For Autism/ADHD: predictable lesson routine, clear timers for each step, and short task chunks with breaks if needed.
• Support EAL/SEN: allow pointing to pictures instead of full sentences; use consistent vocabulary (issue, notice, help, trusted adult).

Extension (optional)

• Advanced learners create a mini awareness poster for one chosen issue (title + one “notice it” sign + one “safe action” sign) and present it to the class using a prepared sentence frame.