Overview

This 4-lesson sequence supports Year 12 learners with diverse needs (including ASD and ADHD) in understanding the responsibilities that come with belonging to a community. The sequence aligns with the Curriculum for Wales, emphasising personal and social development, communication skills, and the Health and Well-being Area of Learning Experience (AoLE). Lessons employ multi-sensory and scaffolded approaches, using flexible assessment strategies to ensure inclusion.

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Lesson 1: Introduction to Community

Duration

40 minutes

WALT

We Are Learning To identify what a community is and explore the different communities we belong to.

Curriculum for Wales Links

• Health and Well-being AoLE: Making Positive Choices, Identity and Belonging
• Statements of What Matters: "How we belong, connect and contribute to our communities shapes our identity and wellbeing."
• Cross-curricular Skill: Communication (express ideas clearly in a variety of forms)

Success Criteria

• I can explain what a community means.
• I can name at least three communities I belong to.
• I can share ideas about why people join communities.

Learning Activities

1. Warm-up (5 mins)

   • "Community Brainstorm": Teacher writes the word "Community" on the board; students call out or show pictures of communities they know (family, school, sports clubs, online groups). Use speech-to-text software or symbol cards for non-verbal learners.

2. Group Discussion & Visual Mapping (15 mins)

   • Whole group brainstorming: What is a community? What communities do we belong to?
   • Teacher draws a mind map on a large poster or interactive whiteboard.
   • Learners contribute verbally, through drawings, or using tablet apps.
   • Specialised support: Provide typing/symbol cards for those with fine motor difficulties.

3. Shared Reading & Video (10 mins)

   • Watch a short, simple video or animated story showing people helping each other in different communities (e.g., neighbourhood helpers, school teams).
   • Pause for comprehension checks using thumbs up/down or simple yes/no questions.

4. Reflective Drawing/Recording (10 mins)

   • Learners draw or record (audio/video) themselves within a community they belong to.
   • Use iPad apps for voice recording or pictorial responses.
   • Support to explain (verbally or using sentence starters).

Differentiation

• Provide sentence starters for learners with writing difficulties (e.g., “I belong to the __________ community because ______.”)
• Use graphic organisers, symbol cues, and visual aids throughout.
• Allow responses via multiple communication modes (speech, drawing, gestures, assistive tech).
• Use a calm sensory space for learners with ADHD or ASD overwhelmed by group discussion if needed.

Assessment Opportunities

• Teacher observes participation in discussion and mind map contribution.
• Collection of recorded/drawn reflections to assess understanding of “community”.

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Lesson 2: Roles and Responsibilities in Community

Duration

40 minutes

WALT

We Are Learning To describe different responsibilities people have in their communities.

Curriculum for Wales Links

• Health and Well-being AoLE: Building Relationships, Civic Engagement
• Statement of What Matters: "The ways people participate and engage in community life impact wellbeing and belonging."
• Cross-curricular Skill: Critical Thinking and Problem Solving

Success Criteria

• I can identify at least two roles people have in a community.
• I can explain what responsibility means.
• I can match responsibilities to community roles.

Learning Activities

1. Recap & Introduction (5 mins)

   • Quick recap with the mind map from Lesson 1.
   • Introduce the word “responsibility” – explain simply as “things people have to do to help others or keep things running”.

2. Role Cards Sorting Activity (15 mins)

   • Present laminated picture/word cards showing community roles (e.g., teacher, doctor, shopkeeper, neighbour) and responsibilities (e.g., helping, caring, cleaning, respecting).
   • In pairs or small groups, learners match roles to the correct responsibilities using a large table or board.
   • Support: verbal explanations, modelling, or one-to-one assistance.

3. Role Play & Simulation (10 mins)

   • Volunteers act out simple roles and responsibilities, e.g., helping a friend, picking up litter.
   • Other students guess the role and identify the responsibility.
   • Use props or costumes to enhance engagement.

4. Create a Responsibility Poster (10 mins)

   • Learners create a group poster illustrating one community role and its responsibilities.
   • Use drawings, pictograms, or digital tools like simple drawing apps.

Differentiation

• Use multi-sensory role cards (textured, pictorial).
• One-to-one support for learners who need help with matching activities.
• Provide concrete examples and model language for learners with communication difficulties.
• Use timers and breaks as needed for learners with ADHD.

Assessment Opportunities

• Observe learners’ ability to match roles with responsibilities in the sorting activity.
• Evaluate group posters for understanding of community roles and their duties.

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Lesson 3: Impact of Responsibility

Duration

40 minutes

WALT

We Are Learning To explain how taking responsibility helps the community.

Curriculum for Wales Links

• Health and Well-being AoLE: Citizenship and Community Life
• Statement of What Matters: "How we respond to responsibilities affects ourselves and those around us."
• Cross-curricular Skill: Personal Effectiveness

Success Criteria

• I can explain how responsibility helps others in my community.
• I can give examples of positive impacts from responsible actions.
• I can share ideas using clear sentences or other communication methods.

Learning Activities

1. Story Time with Reflection (10 mins)

   • Teacher reads/shows a story about responsibility benefiting a community (tailored for SEND, e.g. “Helping Hands” story).
   • Pause to ask questions or give learners statements to complete (verbal or using symbols).

2. Cause & Effect Wheel (15 mins)

   • Learners create a ‘cause and effect’ wheel using paper plates or digital tools: one side shows a responsible action, the other side shows a positive effect in the community.
   • Examples: “Picking up litter” → “Cleaner park for everyone”
   • Provide templates for learners with fine motor difficulties.

3. Group Discussion & Sharing (10 mins)

   • Share wheels with the group, allowing oral or assistive communication device sharing.
   • Teacher highlights the themes of kindness, teamwork, and safety.

4. Positive Responsibility Promise (5 mins)

   • Each learner completes a simple promise card or verbally states one way they will show responsibility in their community this week.

Differentiation

• Use audio-supported story with visual and tactile props.
• Provide templates and assistive devices for the wheel activity.
• Accept nonverbal responses for Promise (signed, gesture, picture).
• Allow breaks and movement to support concentration.

Assessment Opportunities

• Review cause and effect wheels for understanding of community impacts.
• Document learner’s positive responsibility promises for use in next lesson.

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Lesson 4: Putting Responsibility into Practice

Duration

40 minutes

WALT

We Are Learning To demonstrate an understanding of responsibilities by planning a community action.

Curriculum for Wales Links

• Health and Well-being AoLE: Taking Action and Personal Well-being
• Statement of What Matters: "Participating positively supports wellbeing for ourselves and others."
• Cross-curricular Skill: Creativity and Planning

Success Criteria

• I can plan a simple activity to help my community.
• I can explain my role and responsibility in the activity.
• I can work cooperatively with others.

Learning Activities

1. Review Promises (5 mins)

   • Recall and discuss the promises from Lesson 3. Highlight how these can turn into real actions.

2. Community Action Planning (20 mins)

   • In small groups or pairs, learners choose a simple positive action for their community (e.g., creating a kindness poster, litter pick, helping a classmate).
   • Use a visual planning sheet with sections: “What we will do”, “Who will do it”, “When”, “Why it helps”.
   • Teacher supports with writing, drawing, or typing responses.

3. Role and Responsibility Sharing (10 mins)

   • Each group shares their plan, specifying roles and responsibilities.
   • Emphasise teamwork and contributions. Use assistive communication devices as needed.

4. Celebration and Reflection (5 mins)

   • Class claps or uses positive feedback signals to celebrate plans.
   • Teacher reminds learners these actions will be followed up in future sessions or school/community activities.

Differentiation

• Provide multiple ways to complete the planning sheet (drawing, typing, speech-to-text).
• Use peer support and paired working to support learners struggling with organisation or planning.
• Allow use of assistive technology throughout the lesson.
• Frequent breaks for learners needing sensory regulation.

Assessment Opportunities

• Observe participation in planning and sharing roles.
• Collect planning sheets to assess understanding of responsibilities and teamwork.

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Additional Notes for Teachers

• Maintain a predictable routine, clear instructions, and visual timetables to support learners with ASD and ADHD.
• Encourage peer modelling and cooperative learning.
• Use technology strategically: tablets with symbol-based apps, communication aids, and voice recording for accessibility.
• Include sensory breaks and a calm corner for regulation during lessons.

This sequence strongly promotes learner agency, practical skills, and social understanding in line with the Curriculum for Wales’ vision of developing ethical, informed citizens who contribute positively to society.