Planning a Local Journey

Context

This 60-minute session is designed for a small, specialist SEND group of 6 learners aged 16+, supporting pupils with ASD, ADHD, and fine motor difficulties. The lesson is closely linked to the Curriculum for Wales, particularly under the Areas of Learning Experience (AoLE) of Health and Well-being and Humanities (Geography) with focus on practical life skills, independence, communication, and personal planning.

Curriculum for Wales Reference

Health and Well-being: Develop independence and decision-making skills for real-life activities (cf. Personal and Social Development).
Humanities (Geography): Understand local environment and use basic mapping skills (cf. Exploring Places and Spaces).
Cross-curricular skills: Communication, Numeracy (using schedules and routes), Digital Competence (using simple maps/apps).
Development of Personal and Social Capability: Safety awareness and preparation for journeys.

Lesson Overview

Time	Activity	WALT	Success Criteria	Differentiation
0-5 mins	Introduction & Objectives	We Are Learning To understand how to plan a journey locally	Pupils can state what the day's goal is	Use visual timetable & clear verbal instructions (ASD support).
5-15 mins	Task 1: Identify Start & Destination	Identify where journeys start and end	Pupils name or point to start and destination on a simple map or picture	Allow verbal, pictorial or assisted communication (AAC devices).
15-30 mins	Task 2: Choose Mode of Transport	Choose an appropriate mode of local transport	Pupils select or match transport options (bus, walking, car, bike)	Use real transport cards, pictures, or model vehicles for tactile learners.
30-45 mins	Task 3: Plan the Route	Plan a simple route visually, using pictures or simple maps	Pupils sequence steps of route or mark it on a large tactile or digital map	Support sequencing with colour-coded cards, partner work for scaffolding.
45-60 mins	Task 4: Discuss Safety & Preparation	Identify key safety measures and preparation steps	Pupils describe or point to items needed, e.g., ticket, mask, phone, appropriate clothing	Use social stories, role-play, and realia (objects) to embed concepts

Detailed Lesson Plan

Introduction (0-5 mins)

Welcome pupils, show visual timetable.
Introduce WALT: We Are Learning To plan a journey safely in our local area.
Discuss briefly why planning a journey is helpful (confidence, safety, independence).
Success criteria explained: By the end, you will be able to choose where to start and go, how to get there, plan the route, and stay safe.
Use simple, concrete language, check understanding by pupil nods or thumbs up.

Task 1: Identify Start & Destination (5-15 mins)

Provide a large, clear map or local area photo with key landmarks.
WALT: Identify the start and destination of your journey.
Activity: Each student chooses their own start point (home, school) and destination (park, shop).
Use laminated photos or symbols for landmarks to support identification.
Success criteria: Point or verbally say start and destination locations.
Differentiation: Allow pupils to physically place marker stickers or use eye gaze technology. Reduce map complexity if needed.

Task 2: Choose Mode of Transport (15-30 mins)

WALT: Choose a safe and suitable way to travel.
Present transport options with real or pictorial prompts: walking, bus, bike, car, taxi.
Discuss pros and cons briefly using simple questions ("Is it safe? Is it quick?")
Activity: Match chosen transport to journeys from Task 1 using cards or apps.
Success criteria: Pupils select one mode for their journey.
Differentiation: Use tactile materials like toy vehicles for sensory engagement. Encourage peer modelling for indecisive learners.

Task 3: Plan the Route (30-45 mins)

WALT: Plan the steps you need to take to get to your destination.
Break down journey into simple sequential steps (e.g., leave house, walk to bus stop, get on bus).
Use sequencing cards with images or a digital app with drag-and-drop route planning.
Success criteria: Pupils order at least 3 steps and explain or point to route.
Differentiation: Provide visual templates and allow hands-on manipulation. Pair higher ability pupils with those needing more support.

Task 4: Discuss Safety & Preparation (45-60 mins)

WALT: Recognise how to get ready and stay safe on a journey.
Present safety checklist: ticket/card, phone, mask, drink, weather-appropriate clothing, staying with group.
Role-play or discuss scenarios, e.g., “What do you do if you get lost?”
Use a social story format personalised to the pupils’ needs.
Success criteria: Pupils pick out 3 safety or preparation items and explain why they’re important.
Differentiation: Use objects for tactile learners, simple symbols or yes/no questions for communication support, repeat for processing time.

Assessment & Feedback

Ongoing formative checks: thumbs up/nod, pointing, verbal answers.
Observe participation and understanding during sequencing and safety tasks.
Use a checklist to record each pupil’s demonstration of success criteria.
Provide positive, clear, immediate feedback, reinforce with reward system or personalised praise.

Resources Required

Large local area map or printed photographs.
Laminated pictorial cards: transport modes, landmarks, safety items.
Sequencing cards or digital apps with simple drag-and-drop routes.
Real objects: bus tickets, hats, water bottles.
Visual timetable, social story printouts.
Communication aids (AAC devices, symbol boards).

Reflection and Next Steps

At the end, recap the tasks visually. Ask pupils what they learned about planning journeys.
Suggest practising real journeys with staff or family as homework/follow-up.
Plan next lessons on using money or travel timetables linked to this journey plan.

Teacher Notes

Keep language clear, concise, and consistent throughout.
Be ready to extend or simplify tasks based on pupil responses.
Ensure all materials are accessible – consider sensory preferences and motor skills carefully.
Use positive behavioural supports, structured choices, and break tasks into small, achievable steps.
Make sessions visually rich and interactive to maintain engagement, especially for ADHD learners.

This lesson will equip SEND learners aged 16+ with practical skills to confidently plan safe journeys in their community, promoting independence aligned to Curriculum for Wales expectations.

Teaching Instructions