Local Helping Places

Overview

In this lesson, students learn about local services and resources that help keep communities healthy and safe. They will learn to name local places such as health services and community centres and practise where to find them.

Learning intentions

WALT: Recognize local resources available to us.

• Identify at least two local services that support healthy communities.
• Describe, in simple terms, how each service can help people.
• Practise using a simple “where is it?” approach to local services.

Success criteria

• I can name two local services in my area (for example, doctor’s surgery, pharmacy, library, community centre).
• I can say one way each service helps people.
• I can point to or describe where one service is (near home, in the town centre, etc.).
• I can follow classroom routines safely when we talk about getting help.

Curriculum links

• Personal, social and health education: health and wellbeing—knowing how to keep healthy, including who can help.
• Citizenship/community—understanding how communities support people and how resources can meet needs.
• Relationships—learning about safe ways to seek support.

Lesson structure (60 minutes)

1. 0–5 Welcome and lesson focus Say WALT: “Recognize local resources available to us.” Briefly recap what “community” means from the unit so far. Explain that today is about helpful places nearby.

2. 5–15 Gentle introduction: what is a local service? Show 4–6 picture cards (health services, community centres, library, youth club, school support, safe places). Teacher models: “A doctor’s surgery helps people when they are ill.” Keep language simple and repeat the same sentence structure.

3. 15–25 Sort and match: services and who they help In small groups, students sort picture cards into two categories: “Health” and “Community”. Then match each service to a picture of a person needing help (e.g., tired, unwell, needing activities). Encourage short responses: “It helps when…” Use calm, consistent routines.

4. 25–35 Talk: choosing two local services Use a teacher-prepared “Local Services Wheel” (or large poster) with the service pictures placed around the room map. Ask each student to choose two services and say (or point and say with support) one way each helps. For students who struggle with speech, allow pointing and sentence starters.

5. 35–45 Guided mapping: where can we find them? Provide a simple classroom map (or printed street layout) with dots marking “near home”, “town centre”, “school area”. Place magnetic labels for the services and practise “It is near…”. Emphasise that resources are for getting help and activities, not emergencies in this lesson.

6. 45–55 Assessment check: name and explain Each student completes a quick check with the teacher: choose two service picture cards, state one help reason, and place them on the map (or point to where they would be). Record progress with a simple tally sheet (service named + reason given).

7. 55–60 Plenary: repeat and review Do a class chant: “Two services I know are… and…”. End by reminding students they can ask a trusted adult to help them find these places.

Resources

• Picture cards of local services (doctor’s surgery, dentist (optional), pharmacy, library, community centre, youth club, school nurse/support (if applicable))
• Simple “town map” or classroom map with 2–3 location zones (near home, town centre, school area)
• Magnetic labels or Velcro-backed service pictures
• Two-category sorting cards (“Health” and “Community”)
• Sentence starters (visual): “This place helps when…”
• Student mini-map sheets (one per student)
• Teacher tracking sheet for assessment
• Dyslexia-friendly reading options: colour-coded cards with large font and short key phrases per service (one colour per category)

Assessment

• Teacher observation during the mapping task: can each student name two local services?
• Teacher questioning or pointing responses: can each student say one way each service helps?
• Learning check at the end using the two-service card selection and placement on the map.

Differentiation

• Support: Use a visual guide with colour-coded service pictures and location zones; allow pointing instead of full sentences; provide a prepared “two services” set for students who need reduced choice.
• Support (reading): Provide colour-coded, short text strips for each service (e.g., “Doctor helps when you are unwell”) and avoid long paragraphs.
• Extension: Ask students to add a third service and explain why it is useful, or to role-play “I need help, I will go to…”
• EAL: Use picture-first responses, model phrases, and allow students to point and repeat key sentence frames; pair with a supportive peer.
• SEN (Autism/ADHD): Provide a clear step-by-step routine, use timers for transitions, offer movement breaks (e.g., “map hop” to place labels), and keep choices limited (2–3 options).

Extension (optional)

• Create a resource map of local services (adult-volunteer style): students (or student pairs) place three to five service icons on a larger map and add one simple label each (“helps with…”). Students present their map to the class using sentence starters and visual prompts.