Age, Stage and Prior Learning: Designed for S1–S3 at Foundation level and strongest as the final challenge in this series. Learners should ideally have completed at least two earlier challenges. Do not require personal disclosure, a particular political position or participation in activism.
Before You Start: Ask learners to bring or reopen previous challenge outputs. Make clear that a valid action can focus on learning, school processes, communication, community activity or policy — the quality of the evidence and design matters more than the scale or drama of the idea.
How to Open This: Say: “Leadership is not ‘I care about this’. Leadership is ‘here is the problem, here is the evidence, here is what I propose, and here is how we will know whether it helped.’”
Scheduling: Steps 1–2 harvest and frame previous learning. Steps 3–4 are the example/action-design sprint. Step 5 is the capstone production block. Allow 60–90 minutes overall, with extra time if a school chooses to develop a real implementation afterwards.
If a Pupil Gets Stuck: Offer a scale first: personal, school/community or system. Then use the sentence frame: “I want to change… because the evidence shows… My proposed action is… I would know it helped if…”.
For Fast Finishers: Ask learners to write a short counterargument from someone who disagrees with the proposal, then revise one part of the plan to answer the strongest criticism.
Marking Guidance: Judge the capstone on synthesis of at least two evidence points, specificity of the issue and action, appropriateness of scale, honest recognition of risk/limitations, a meaningful success measure and communication suited to the intended audience — not on whether the learner adopts a preferred political stance.
