Local Community Services

Lesson Overview

• Duration: 60 minutes
• Class size: 6 students (16+ learners with SEND, including ASD, ADHD, and fine motor skill challenges)
• Curriculum for Wales Focus:
  • Area of Learning and Experience (AoLE): Health & Well-being
  • Cross-cutting themes: Communication and Independence Skills
  • Relevant statements and skills:
    • "Learners develop knowledge of their local environment and community"
    • "Learners understand and use community facilities to support their independence"
    • Personal well-being - recognizing and accessing local support networks and services"
• Lesson Title: Identify different facilities and services in our community

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Learning Objectives (WALT)

• WALT identify key community facilities and services that support daily living and well-being.
• WALT understand the role each service/facility plays in the community.
• WALT communicate preferences for using community services with confidence.
• WALT practise using simple maps and visual aids to locate community facilities.

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Success Criteria

• I can name at least 4 different community facilities and say what they do.
• I can explain why these services are important to me or others.
• I can point to locations on a simple map showing where facilities are.
• I can use pictures or symbols to ask questions about community services.

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Resources

• Large printed, colourful community map with symbols for shops, library, post office, medical centre, bus stop, park, etc.
• Picture cards showing photos/icons of local facilities and services (e.g., supermarket, doctor, police station).
• Interactive whiteboard or tablet for video clips / digital story.
• Laminated communication cards for learners with speech difficulties (with symbols and words).
• Sensory timers and movement breaks equipment to support attention spans.
• Pre-prepared worksheets with symbols and pictures, no writing required.
• Sticky notes and coloured dot stickers for visual activities.

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Lesson Structure

1. Introduction & Engagement (10 minutes)

• Activity: Show learners a brief, simple video or digital story of a person using local community services (e.g., going to the library, post office, and park).
• Use clear, short sentences and visual supports.
• Discuss: "What places did you see in the story?" Use picture cards to reinforce answers.
• Use WALT on board and read aloud.

Differentiation:

• For learners with ASD, provide a clear visual schedule of the lesson steps to reduce anxiety.
• For learners with ADHD, use a sensory timer to set clear, predictable time frames for this part.
• For fine motor skill challenges, ensure materials (picture cards) are easy to handle and large.

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2. Main Activity – Exploring Community Facilities (30 minutes)

Part A: Group Matching Game (15 minutes)

• Learners work in pairs/groups of 2 to match picture cards of community services to their location on the large community map.
• Encourage conversations about what the service is for ("The library helps me find books.")
• Use laminated communication cards to support learners who find verbalising difficult.

Part B: Personal Connection (15 minutes)

• Each learner chooses 2 facilities they use or want to use.
• Using sticky notes, place these on the map and say one sentence about why (“I go to the park to play.”).
• For learners with fine motor challenges, use dot stickers if writing or placing small sticky notes is hard.
• Staff model sentence structures and support communication with symbol cards.

Differentiation:

• ASD: Provide clear, concrete examples and limit choices to reduce overwhelm. Visual supports throughout.
• ADHD: Movement breaks between activities and allow standing during map work if needed.
• Fine motor: Use alternative pointing (e.g., laser pointer, big finger pointer) or have staff support placing stickers.

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3. Recap & Reflection (15 minutes)

• Use a 'What, Why, Where' circle on the interactive whiteboard:

  • What: Name a facility.
  • Why: Why do we use it?
  • Where: Where is it on our map?

• Each learner contributes one idea, using communication aids if needed.

• Praise and positive reinforcement.

• Exit ticket: Learners place one coloured dot sticker on the facility they think is most important to them.

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Assessment & Feedback

• Ongoing formative assessment:

  • Observing learners matching cards and participating in discussions.
  • Checking use of communication aids and showing understanding through symbols/pictures.
  • Listening for ability to explain purpose of community services.

• End of lesson:

  • Simple verbal or pictorial feedback about what they learned.
  • Staff note individual engagement and understanding to inform next steps.

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Differentiation Summary

Learner Need	Strategies and Supports
ASD	Visual schedules, concrete examples, limited choices, predictable routine
ADHD	Sensory timers, movement breaks, allowing standing/movement during activities
Fine motor	Large, easy-to-handle materials, alternatives to writing/sticky notes, staff support

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Additional Teaching Tips

• Use repetition and consistent language structures.
• Keep instructions short and paired with visuals.
• Encourage peer support and modelling.
• Use positive behaviour reinforcement throughout.
• Ensure the classroom environment minimises distractions.

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This lesson promotes independent living skills and confidence for learners in their community participation, fully aligned with the Curriculum for Wales Health & Well-being AoLE, supporting communication and personal decision-making in daily life.