Accessing Community Safely

Context

This 60-minute lesson supports 16+ learners with SEND (including ASD, ADHD, and fine motor skill challenges) to confidently and safely access community facilities and services. The plan closely follows the Curriculum for Wales, particularly the Health and Well-being AOLE and key aspects of Personal and Social Development.

Curriculum for Wales Alignment

Health and Well-being AOLE
- Aspect: Developing health and well-being through knowledge of safe and responsible behaviours in personal and community settings.
- Learning Outcome:
  "Understand how to access facilities and services safely, recognising risks and practising positive social interactions."
Cross-curriculum Skills
- Communication: Practical use of verbal and non-verbal communication to request help and information.
- Personal and Social Education: Building confidence and independence in daily living skills.
Competencies
- Personal Effectiveness: Learning to manage self safely in community environments.
- Creativity & Critical Thinking: Problem-solving to navigate unfamiliar community settings safely.

Learning Objectives (WALT)

WALT: Understand how to find and access community facilities safely.
WALT: Identify and manage potential risks when using community services.
WALT: Communicate clearly and confidently to ask for help or information.
WALT: Use strategies to stay safe in different community environments.

Success Criteria

Students will be able to:

Locate key community facilities on a simple map or visual aid.
Explain at least two safety tips for when visiting community facilities.
Demonstrate asking for help clearly using verbal or alternative communication methods.
Identify and respond to common hazards or risky situations in the community.
Use a checklist or visual prompt to prepare safely before going out.

Differentiation Strategies

Learner Needs	Approach
ASD	Use clear, literal language; provide visual schedules and social stories; use sensory breaks.
ADHD	Keep tasks short; incorporate movement breaks; use engaging hands-on activities; use timers.
Fine Motor Skills	Provide alternative recording methods (voice recorders, typed responses, pictorial communication boards). Support with adapted writing tools if needed.

Resources

Visual aids: symbols/pictures representing community facilities (library, post office, bus stop).
Simple printed map of local community with key spots highlighted.
Social story worksheets about safe community travel.
Safety checklist visual cards.
Role-play masks or props (e.g., phone, wallet).
Communication aids (PECS cards, speech-generating devices).
Timer and fidget tools for focus support.
Voice recorder or tablet for recording responses.

Lesson Plan Outline (60 minutes)

1. Welcome & WALT Introduction (10 mins)

Greet students warmly, use a visual timetable to show lesson structure.
Present WALT statements on the board/visual board.
Briefly explain why community safety is important, using clear, simple language.
Show pictures of community facilities they might know and ask if they've been or know what happens there.

Differentiation: Use simple sentences, visual supports, repetition. Allow students to express understanding verbally or by pointing to pictures.

2. Activity 1: Mapping the Community (15 mins)

Present a large, clear map with familiar community locations.
Ask learners to identify facilities using picture cards matched to locations on the map.
Discuss routes to get there safely (e.g., use pedestrian crossings, walk with a friend).
Students practice pointing or verbally indicating safe routes.

Differentiation: For learners with fine motor difficulties, allow pointing or tapping on tablets instead of writing or drawing routes. Use colour-coded paths for ADHD learners.

3. Activity 2: Safety Role-Play (15 mins)

In pairs or small groups, role-play scenarios involving asking for help:
- "You want to find the library; ask someone for directions."
- "You see something unsafe and need to tell an adult."
Use scripts or social stories to guide language where needed.
Practice using polite phrases, clear speech, or AAC devices.

Differentiation: Allow non-verbal learners to use communication cards or devices. For learners with ASD, provide visual scripts and practise clear routines. For ADHD learners, keep role-plays short and engaging.

4. Activity 3: Recognising Risks and Using a Safety Checklist (15 mins)

Show pictures of safe vs unsafe behaviours or situations (e.g., crossing without looking vs using a crossing).
Discuss what to do if they feel unsafe or unsure.
Introduce a visual safety checklist for going out (e.g., do I have my phone? Do I know where I’m going?).
Practice using the checklist with a partner.

Differentiation: Provide simplified checklists with pictures for all learners; use touch or pointing for those unable to write. Use sensory breaks if students find discussion stressful.

5. Review and Reflect (5 mins)

Use a ‘Thumbs Up/Down’ or picture cards for students to indicate:
- “I feel more confident about going out.”
- “I know how to be safe.”
Recap the WALT statements.
Praise effort and participation.

Assessment & Feedback

Formative: Observe participation during map activity and role-play; note communication attempts.
Use a simple checklist to record if learners can:
- Identify a facility and describe how to get there safely.
- Demonstrate correct phrases for asking for help.
- Recognise a safe vs unsafe behaviour.
Provide immediate positive feedback and encourage peer support.

Additional Notes

Use calm, structured language throughout and check understanding frequently.
Allow flexibility for sensory needs and movement.
Incorporate personalised community examples based on learners’ environments for relevance.
Follow up with a supported community visit planned in later lessons.

This lesson plan aims not only to meet curriculum objectives but to empower learners with practical, accessible strategies to boost their independence and confidence in real-world settings.

Teaching Instructions