Community Map Skills

Lesson Overview

Duration: 60 minutes
Class Size: 6 students (16+ with SEND: ASD, ADHD, fine motor difficulties)
Curriculum Context: Curriculum for Wales – Personal and Social Education (PSE) & Humanities

• Area of Learning and Experience (AoLE): Humanities (Geography focus)
• Cross-cutting themes: Personal Well-being, Communication, and Thinking
• Relevant Statements of What Matters:
  • "People make places and places make people."
  • "Our decisions about weather, climate and sustainability will impact on our future." (Understanding local environment)
• Relevant Progression Steps:
  • Progression Step 5-7: Develop spatial awareness and locate familiar community places on simple maps.

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Learning Objectives (WALT)

• WALT 1: Recognise and name community facilities on a simple map.
• WALT 2: Use symbols and pictures to find community places.
• WALT 3: Describe the location of community facilities using simple directions (left, right, near, far).

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Success Criteria

Students will be able to:

• Identify at least 5 community facilities shown on a simple map.
• Match symbols on the map to real community buildings.
• Use basic directional language to explain where places are on the map.
• Participate in a group activity locating places with support.

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Resources

• Large printed simple map of a local community area with clear, bold symbols (e.g., library, post office, park, supermarket, bus stop).
• Laminated symbol cards matching those on the map.
• Velcro boards or magnetic boards to attach symbols.
• Physical models or photos of community buildings for tactile and visual reference.
• Audio recordings of directions and place names for auditory learners.
• Writing/wedge grip pencils and large lined paper for drawing and notes (alternative: digital tablets with stylus for those with fine motor challenges).
• Colourful stickers for marking locations on the map.
• Timer with visual countdown to support time management.

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Differentiation Strategies

Learner Need	Support Strategies	Challenge Adaptations
ASD	- Clear step-by-step instructions, visual timetables	- Use of social stories related to maps
	- Quiet space and fidget tools for sensory needs	- Encourage peer buddy support
ADHD	- Break tasks into short activities, frequent breaks	- Incorporate movement breaks (map walk, standing)
	- Use timers and visual countdown clocks	- Hands-on map exploration to maintain focus
Fine Motor	- Provide adapted pencils or digital devices	- Allow verbal participation instead of writing
Challenges	- Use stamps or stickers instead of writing	- Use matching games with cards instead of writing

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Lesson Structure

1. Starter (10 minutes)

• Activity: Show photos/models of local community buildings and ask learners: "What places help us in our community?"
• Use symbols and name the places repeatedly (library, shop, school, park, bus stop).
• WALT and success criteria shared visually and verbally.

2. Main Activity Part 1: Symbol Recognition and Matching (15 minutes)

• Learners receive symbol cards and physical model/photos.
• Teacher shows the large map and discusses the symbols.
• Learners match the symbol cards to locations on the map.
• Use Velcro or magnets for hands-on engagement.
• Support learners with reading by repeating symbols aloud.
• For fine motor challenges, learners can place stickers instead of cards.

3. Main Activity Part 2: Using Directions (15 minutes)

• Demonstrate using simple directions with the map: "The library is near the park," "The bus stop is on the left of the shop."
• Learners take turns describing where a place is using “left”, “right”, “near”, “far.”
• Use visual arrows and colour-coded markers to support direction words.
• Pair learners to practice peer-to-peer direction giving.

4. Group Map Walk (10 minutes)

• Set up a small indoor or outdoor “map walk” where learners move to different stations representing community places on the map.
• Learners use clues to find the next station (supported by teacher or peer).
• Encourage use of movement to support engagement and memory.

5. Plenary and Reflection (10 minutes)

• Recap WALT and success criteria using visual checklist.
• Quick verbal quiz: "Can you name three places on the map?"
• Learners mark a happy/sad face on a feelings chart about what they learned.
• Teacher gives positive feedback and praises progress, particularly effort and participation.

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Assessment

• Formative: Observation during matching and direction activities. Note student engagement and accuracy.
• Self-Assessment: Use of feelings chart and learners verbally naming places.
• Peer Assessment: Opportunities for peer confirmation when describing locations.
• Evidence: Teacher keeps a simple checklist of learner achievements for progression records.

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Additional Notes for Teachers

• Adjust sensory input to each learner — provide headphones with calming music if needed.
• Provide visual schedules before the lesson to reduce anxiety and increase predictability.
• Use clear, concise language and repeat instructions.
• Celebrate all types of participation, acknowledging verbal and non-verbal communication.

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By focusing on multi-sensory engagement, clear structure, and personalised support tools, this lesson plan ensures learners with different needs can access and succeed in understanding their local community through simple mapping skills — meeting the requirements of Curriculum for Wales for a meaningful and practical experience.