Mapping Our Community

Lesson Details

Duration: 30 minutes
Class size: 11 students
Age group: Post-16 SEND learners (including ASD, ADHD, and fine motor challenges)
Unit: Discovering Our Community (Lesson 2 of 2)
Curriculum area: Other – community awareness, spatial skills, communication
Location: Specialist SEND classroom or accessible community space

Curriculum for Wales Alignment

Area of Learning Experience (AoLE): Humanities – History and Geography

Curriculum Statement:
Develop understanding of places, environments, and our impact on them. Explore spatial awareness and mapping skills relevant to learners’ experiences.

Cross-cutting themes:

Health & Well-being: Increasing confidence and social interaction
Literacy and Communication Skills: Labeling, sharing, and describing maps

Key Statements of Learning (SoL) Addressed:

SoL 1: "I can communicate effectively when engaging with others."
SoL 13: "I can make active contributions to decisions about my local community."
SoL 14: "I can explore the features of my environment, identify places of interest, and use simple maps."

WALT (We Are Learning To)

Use our previous mind maps to create a simple, labelled map of our local community.
Identify important places and features around us.
Share our maps with classmates to improve communication and social skills.

Success Criteria

I can identify and label at least 3 important places in my community on my map.
I can use symbols or pictures to help show places on my map.
I can explain my map to a classmate or teacher.
I can listen respectfully when others share their maps.

Resources Needed

Large sheets of paper or A3 card for maps
Pre-drawn community outlines (optional for fine motor support)
Colourful markers, crayons, stickers, stamps (for easy labelling)
Visual symbol cards for common locations (e.g., school, shop, park, home)
Tablets with simple drawing apps (optional for learners with motor difficulties)
Laminated examples of simple community maps
Mind maps from Lesson 1 for reference

Lesson Structure

1. Starter (5 minutes)

Activity: Recap of previous lesson on community mind maps.
Use visual aids to recall places and ideas they chose in Lesson 1.
Engage students by asking: “What places did we find in our community? Where do you like to go?”
Reinforce WALT and success criteria clearly on board with pictorial prompts.

2. Main Activity (20 minutes)

Task: Create a simple map using their mind maps as guides.
Step 1: Each student receives a large sheet with a basic neighbourhood outline or blank paper.
Step 2: Students select from symbol cards or draw simple icons to represent key places (shop, school, park, house).
Step 3: With support, label places using stickers, stamps, or written words—teachers or assistants scribe if needed. Tablet drawing apps available for those with fine motor challenges.
Differentiation:
- Students with ASD can use structured templates and visual prompts.
- Learners with ADHD can have short, focused support bursts and breaks as needed.
- Fine motor difficulties accommodated with stamps, stickers, or digital tools.
Teacher & assistant support: Circulate to scaffold, encourage verbal explanations, and support labelling.

3. Sharing and Reflection (5 minutes)

Students pair up to explain their maps to a peer or adult.
Prompt questions: “Can you point to the school on your map?” “What is your favourite place in the community?”
Foster a respectful listening environment.
Highlight positive sharing moments and use praise to boost confidence.

Assessment & Feedback

Formative assessment through observation:
- Can student identify and label places?
- Are they able to verbally communicate about their map?
- Do they engage with peers?
Teacher records notes for individual progress.
Use success criteria checklist with visual thumbs-up/down symbols for student self-assessment or adult support.

Additional Differentiation & Adaptations

Use photo prompts of actual local places for learners who benefit from concrete visuals.
Provide a printed word bank for labels or use voice-to-text apps.
Use colour-coding to aid organisational skills.
Create a sensory-friendly space with minimal distractions to help focus.
Allow alternative communication methods (PECS, Makaton) if needed during sharing.

Teacher Reflection Notes (Post-Lesson)

Did students engage with their community maps meaningfully?
Were all learners able to express their ideas in some form?
How effective were the accommodations for motor challenges?
What additional supports may enhance spatial awareness activities?
Plan potential extension activities: a physical community walk linked to maps or digital mapping software.

This lesson embraces the Curriculum for Wales’s learner-centred, inclusive, and skills-based approach, ensuring SEND young people build meaningful, independent understanding of their community whilst developing communication and confidence.