The Agent Plan-It comic strip is designed to introduce children to the concept of planning – how the places we live, work and play in are designed, developed, and maintained. Through an engaging story format, the comic helps pupils understand how their surroundings came to be, and encourages them to think about how towns and cities can be shaped in the future. The final pages provide hands-on, creative activities to reinforce learning in a fun and practical way. This page gives some ideas on how the resource can be used in the classroom as either priming activities before an ambassador workshop, or follow-on activities after one.
Comic reading & wordsearch vocabulary challenge
Before diving into the larger creative tasks found below, pupils can start by reading the comic individually, in pairs or small groups. This allows them to familiarise themselves with the story, characters, and key planning concepts. The comic is structured in a clear, child-friendly format, making it accessible for independent or guided reading.
To support understanding and reinforce new vocabulary, pupils can complete the wordsearch on the back page.
- Priming task - Before the planner’s visit, read the comic carefully and underline or list any words or ideas related to town planning (e.g. buildings, transport, parks, decisions). Then write down one question you would like to ask the planner after reading, and one idea you have for what makes a great place.
- Follow-on task - After the planner’s visit, read the comic. Choose one idea from the session and explain how it connects to something in the comic or your own town design. Write a short paragraph or draw a comic panel showing how you would use that idea in your own dream town.
Clothesline timeline – “Where you live”
This creative timeline activity is introduced on the final pages of the comic and encourages pupils to explore the history of their local area. Pupils create a visual timeline using string, card, and pegs, investigating how their community has developed over time – and where it might go in the future.
To set it up, tie a piece of string between two secure points, such as classroom walls or bookshelves. Label one end “A Long Time Ago” and the other “The Future”. Pupils research key dates or events relevant to their town or neighbourhood – such as when the local school was built, when certain roads or parks were developed, or changes to public transport. They then create illustrated or written cards to represent each event and peg them to the timeline in chronological order.
If classroom space is limited, a paper version of the timeline can be created by drawing a large grid. Pupils can add their cards in order from the top left corner (“A Long Time Ago”) to the bottom right (“The Future”). Pupils are also invited to share photos of their finished timelines by emailing them to: [email protected].
- Priming task - Before the planner’s visit, research two events that helped shape your local area (e.g. when a building was built, a park opened, or a road changed). Create a card for each with the date and a short description to prepare for the timeline. Write down one question you would ask the planner about how the area has changed or might change in the future.
- Follow-on task - After the planner’s visit, add a new card to your timeline based on something you learned—such as a planning idea or future development you found interesting. Write a short explanation of how this idea might impact your area in the future.
Build your own town – Cut-out craft
One of the comic’s final pages includes a set of cut-out buildings and town features. Pupils can use these to design and build their own town from scratch. This hands-on activity helps pupils think about how places are planned and arranged, and how community needs are met.
Using the cut-out pieces, pupils create a layout for a town or neighbourhood. This could be done on a large sheet of paper, poster board, or even digitally, if appropriate tools are available. Encourage them to consider where they place different elements and why. For example, should the school be near a park? Where would shops go? How would people get around? This is a fantastic opportunity for pupils to practise spatial awareness and think critically about accessibility, green space, traffic flow, and community facilities.
You might extend this activity with a short presentation or writing task where pupils explain the choices they made when designing their town.
- Priming task - Before the planner’s visit, use the cut-outs to build your own town. Think carefully about where homes, shops, schools, parks, and roads go. On a sticky note, write one question you have about whether your layout would work well in real life.
- Follow-on task - After the planner’s visit, update your town based on what you learned about “live, work, and play.” Add or move buildings to improve your design, and write two sentences explaining the changes you made.
Town Planning role-play
Inspired by the characters and scenarios in the comic, this role-play activity simulates a town planning meeting. Pupils take on the roles of different stakeholders – such as a planner, local resident, business owner, architect, or environmental campaigner – and debate a fictional proposal, such as building a new shopping centre in the local park.
In groups, pupils prepare their arguments based on their assigned roles, considering what their character’s priorities might be. During the role-play meeting, each person presents their viewpoint, and the class discusses possible compromises or solutions. Finally, the class votes on the outcome and reflects on the decision-making process.
This activity is a brilliant way to develop speaking and listening skills, build empathy, and explore democratic processes and community involvement.
- Priming task - Before the planner’s visit, choose a character for the planning meeting (e.g. resident, business owner, planner, campaigner). Write 3 points your character might say in a debate about a new development. Come up with one question your character would ask a real town planner.
- Follow-on task - After the planner’s visit, run the debate again or revise your character’s arguments using what you learned. Then write a short paragraph: “If I were a planner, I would…” including at least one idea from the session.
Investigating the Local Area
The comic encourages pupils to explore the planning history of their own local area. This can be a research project, either individually or in small groups, where pupils investigate when and how their area was developed. Pupils might use local maps, talk to family members, visit the library, or search online archives to find out about historical changes in housing, transport, schools, and green spaces.
They could present their findings in a variety of formats: a report, a poster, a class display, a digital slideshow, or a story map. This task supports inquiry-based learning and helps pupils make real-life connections between what they’ve learned and the place they live.
- Priming task - Before the planner’s visit, research one thing about your area’s history (e.g. when your school or a nearby building was built, changes in transport, or old photos). Write a short report or make a poster to share with the class. Write one question you’d like to ask the planner about how the area has changed or might change.
- Follow-on task - After the planner’s visit, pick something you found interesting in the planner’s session (e.g. green spaces, public transport, housing). Choose one part of your area and suggest how it could be improved using this idea. Present your idea in a display, sketch, or paragraph.
Creative writing – The future of Planning
To further extend learning across the curriculum, pupils can imagine themselves as town planners in the year 2125. What would their town look like? What buildings or features would it include? How would people travel, live, and play?
Pupils might write a short story, a news article, or even a diary entry from a “future planner”. This encourages imaginative thinking while reinforcing concepts of planning, sustainability, and community wellbeing.
- Priming task - Before the planner’s visit imagine you are a town planner in the year 2125. Write a short diary entry describing what your future town looks like and how people live, work, and play. Include at least one thing you hope to ask the real planner about whether your ideas could happen.
- Follow-on task - After the planner’s visit, write a diary or story about a future planner. Include a real idea or planning principle you learned about. Write a sentence about why you added this.