Accessing Leisure Services — AIM Qualifications Other General Qualification Foundations for Learning Revision

    This element introduces learners to the concept of leisure services in their community, such as parks, libraries, and sports facilities. It focuses on unde

    Topic Synopsis

    This element introduces learners to the concept of leisure services in their community, such as parks, libraries, and sports facilities. It focuses on understanding their purpose, developing the practical skills needed to access and engage with these services, and recognising appropriate times and reasons to use them. Mastery of this topic supports independent living by enabling individuals to participate in recreational activities that enhance well-being and social inclusion.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Accessing Leisure Services

    AIM QUALIFICATIONS
    vocational

    This element introduces learners to the concept of leisure services in their community, such as parks, libraries, and sports facilities. It focuses on understanding their purpose, developing the practical skills needed to access and engage with these services, and recognising appropriate times and reasons to use them. Mastery of this topic supports independent living by enabling individuals to participate in recreational activities that enhance well-being and social inclusion.

    30
    Learning Outcomes
    49
    Assessment Guidance
    54
    Key Skills
    27
    Key Terms
    57
    Assessment Criteria

    Assessment criteria

    AIM Qualifications Entry Level Award in Living Independently (Entry 1)
    AIM Qualifications Entry Level Certificate in Living Independently (Entry 1)
    AIM Qualifications Entry Level Diploma in Living Independently (Entry 1)
    AIM Qualifications Entry Level Award in Living Independently (Entry 2)
    AIM Qualifications Entry Level Certificate in Living Independently (Entry 2)
    AIM Qualifications Entry Level Certificate in Living Independently (Entry 3)
    AIM Qualifications Entry Level Award in Living Independently (Entry 3)
    AIM Qualifications Entry Level Diploma in Living Independently (Entry 3)
    AIM Qualifications Entry Level Diploma in Living Independently (Entry 2)
    AIM Qualifications Entry Level Certificate in Independent Living - Living in the Community (Entry 1)
    AIM Qualifications Entry Level Certificate in Independent Living - Living in the Community (Entry 3)
    AIM Qualifications Entry Level Award in Independent Living - Accessing Community Facilities (Entry 1)
    AIM Qualifications Entry Level Diploma in Independent Living (Entry 1)
    AIM Qualifications Entry Level Diploma in Independent Living (Entry 3)

    Topic Overview

    The AIM Qualifications Entry Level Award in Living Independently (Entry 1) is designed to introduce students to the fundamental skills needed to manage daily life with increasing confidence. This qualification covers essential topics such as personal care, home management, budgeting, and using community facilities. It is ideal for learners who are beginning their journey towards independent living, providing a structured framework to develop practical life skills in a supportive environment.

    This award is part of the Foundations for Learning suite, which focuses on building core competencies for personal development and employability. By studying this qualification, students gain hands-on experience in tasks like planning meals, using public transport, and understanding basic financial concepts. These skills are not only crucial for everyday independence but also form the foundation for further learning in areas such as employability, health, and social care.

    Mastery of this qualification empowers students to take greater responsibility for their own lives, fostering self-esteem and resilience. It is particularly valuable for those with additional learning needs, as it breaks down complex life skills into manageable, achievable steps. The emphasis on practical application ensures that students can immediately transfer their learning to real-world situations, making it a highly relevant and impactful qualification.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care routines: Understanding and carrying out daily tasks like washing, dressing, and oral hygiene to maintain health and wellbeing.
    • →Home safety and security: Identifying hazards in the home, using appliances safely, and knowing how to respond in emergencies (e.g., fire, gas leak).
    • →Basic budgeting: Planning a simple weekly budget, distinguishing between needs and wants, and understanding the concept of saving.
    • →Using community facilities: Navigating local services such as shops, libraries, and public transport, including reading timetables and asking for help.
    • →Healthy eating and meal planning: Preparing simple meals, understanding food groups, and following basic hygiene rules in the kitchen.

    Learning Objectives

    What you need to know and understand

    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what the service is for., Know how to find the service., Be able to use the service., Know when the service is needed.
    • Identify different types of leisure services available in the local community.
    • Explain the main purpose of at least two different leisure services.
    • Demonstrate how to obtain information about a leisure service, such as opening times and costs.
    • Plan a visit to a leisure service, including travel and any preparation needed.
    • State appropriate times to use specific leisure services based on personal needs and service availability.
    • Demonstrate safe and respectful behaviour when using a leisure service.
    • Identify at least three different types of leisure services available locally
    • State the purpose of a chosen leisure service
    • Demonstrate how to find a specific leisure service using a map, directory, or digital tool
    • Explain when it is appropriate to access a particular leisure service
    • Show how to use a leisure service safely and independently
    • Identify at least two local leisure services and describe their main purpose.
    • State when it is appropriate to use a chosen leisure service.
    • Outline the steps needed to access a leisure service independently.
    • Demonstrate how to seek assistance or information about a leisure service.
    • Identify at least three different types of leisure services and state their main purpose.
    • Describe the steps to find a local leisure service using maps, directories, or asking for help.
    • Demonstrate the ability to travel to a chosen leisure service using appropriate transport.
    • Explain when and why someone might need to use a leisure service for relaxation or socialising.
    • Show appropriate behaviour while using a leisure facility, including greeting staff and following rules.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to identify at least one leisure service and describe its main purpose.
    • Credit should be given for showing how to access a leisure service, such as describing the entrance process or finding a schedule.
    • The learner should provide an example of when they might need to use a leisure service, aligning with a personal scenario or routine.
    • Look for evidence that the learner can distinguish between a leisure service and other community services (e.g., healthcare or job centres).
    • Award credit for correctly identifying at least one leisure service and explaining its purpose in simple terms (e.g., 'a park is for playing and relaxing').
    • Assess practical ability to use a leisure service through evidence such as a planned visit, including following basic rules, appropriate behaviour, and interaction with staff or equipment.
    • Recognise when a leisure service is needed by identifying a personal leisure need (e.g., boredom, desire for exercise) and selecting an appropriate service to meet that need.
    • Award credit for correctly naming at least two leisure services and describing their purpose in simple terms (e.g., 'a park is for playing and walking').
    • Award credit for identifying a suitable time to visit a chosen leisure service, demonstrating understanding of opening hours and personal availability.
    • Award credit for providing evidence of using a leisure service, such as a ticket, photograph, or witness statement showing appropriate interaction and completion of the activity.
    • Award credit for correctly stating at least two purposes of leisure services (e.g., for fun, exercise, socialising).
    • Award credit for demonstrating the ability to locate at least one leisure service using provided resources (e.g., a leaflet, website, or local directory).
    • Award credit for giving a relevant example of when they might personally need a leisure service (e.g., feeling bored, wanting to meet friends).
    • Award credit for showing basic awareness of accessible leisure options in their community.
    • Accurately define the purpose of a leisure service, such as providing opportunities for relaxation, social interaction or skill development.
    • Successfully demonstrate a method to locate a local leisure service, for example by using an online search, reading a community noticeboard or asking a support worker.
    • Identify at least one appropriate scenario or personal indicator—like experiencing stress or having free time—that signals a need to access a leisure service.
    • Award credit for demonstrating the ability to identify at least two different types of leisure services and explain their primary purpose (e.g., a swimming pool is for exercise and recreation, a library is for reading and accessing information).
    • Evidence of using a local map, online directory, or asking for information to find a specific leisure service, including noting its location, contact details, and opening times, is required for demonstrating the skill of finding a leisure service.
    • Credit should be given for providing concrete evidence of using a leisure service, such as a dated photo, a receipt, a signed witness statement, or a completed activity log that confirms attendance and appropriate behaviour.
    • Award credit when the learner can articulate a personal scenario where using a leisure service would be beneficial, linking it to feelings such as boredom, loneliness, or a desire to learn a new hobby, thus showing understanding of when a leisure service is needed.
    • Award credit for accurately stating at least two distinct purposes of a leisure service, such as improving physical health and providing social opportunities.
    • Evidence must demonstrate the learner's capability to locate a specific leisure service using a minimum of one method, such as searching online, reading a leaflet, or inquiring in person.
    • To meet the 'use a leisure service' criterion, learners must show practical engagement, for example, by making a phone enquiry, visiting the service, or completing a booking form, with appropriate communication and behaviour.
    • Credit is given for identifying a realistic scenario where accessing a leisure service is beneficial, clearly linking the need to personal goals like relaxation, fitness, or meeting new people.
    • Award credit for correctly identifying at least two different types of leisure services and describing their primary purpose (e.g., a gym for keeping fit, a library for reading and learning).
    • Award credit for demonstrating the ability to find a leisure service using at least one method, such as searching online, using a directory, or asking a member of staff, and recording key details (location, opening times, contact).
    • Award credit for providing evidence of actively using a leisure service, which may include a witness statement, a receipt, a photo of participation, or a completed booking form, showing the learner followed the necessary steps to access the activity.
    • Award credit for explaining a personal scenario where a leisure service is needed, linking it to feelings (e.g., boredom, loneliness) or goals (e.g., getting fit, making friends), and selecting an appropriate service to address that need.
    • Award credit for demonstrating understanding that leisure services are for enjoyment, relaxation, or socialising, not for essential needs like health or housing.
    • Evidence of being able to find a leisure service could include presenting a leaflet, showing a web search printout, or explaining how to use a local directory with appropriate support.
    • Award credit for identifying at least two different types of leisure services (e.g., a library and a swimming pool) and describing what they offer.
    • To show they know when a leisure service is needed, learners should provide at least one scenario where using a leisure service would be appropriate, such as when feeling bored, wanting to meet friends, or needing physical activity.
    • Assessors should expect practical demonstration, such as planning a visit to a leisure service, which includes checking opening times and transport options.
    • Award credit for correctly naming at least one leisure service (e.g., swimming pool, library) and stating its main purpose (e.g., ‘for reading books’).
    • Award credit for successfully using a simple map or directory to find the location of a local leisure service, with appropriate support if needed.
    • Award credit for demonstrating appropriate behaviour when visiting a leisure service, such as queuing, asking for help, or following a simple rule.
    • Award credit for identifying a personal need or desire that could be met by using a leisure service (e.g., ‘I want to swim to get fit’).
    • Award credit for correctly naming and describing the purpose of a local leisure service.
    • Expect evidence of practical steps: checking opening hours, understanding entry requirements, and identifying location.
    • Look for reasoned choices about when a service would be needed, e.g., for exercise, socialising, relaxation.
    • Credit demonstration of communication skills, such as asking for help or buying a ticket.
    • Assess awareness of personal safety, e.g., travelling to the venue, recognising trusted adults.
    • Award credit for accurately naming or pointing to local leisure facilities
    • Look for evidence that the learner can describe basic reasons for using a leisure service (e.g., 'to exercise', 'to meet friends')
    • Check that the learner can follow simple directions to reach a leisure facility or use a bus timetable
    • Assess whether the learner can demonstrate appropriate behaviour during a supervised visit
    • Confirm the learner can recall when they might need the service (e.g., 'when I feel bored', 'to keep healthy')
    • Award credit for correctly naming leisure services and matching them to simple activities.
    • Accept verbal, pictorial, or role-play evidence of understanding service purpose.
    • Look for recognition of suitable occasions to use a service (e.g., for exercise, socialising).
    • Credit practical demonstration of planning a visit, such as checking opening times or costs.
    • Award credit for correctly naming at least two leisure services and describing their main purpose.
    • Look for evidence that the learner can physically navigate or describe the route to a local leisure centre, including any transport used.
    • Credit should be given for demonstrating appropriate behaviour when using the service, such as queuing, asking for help, and following facility rules.
    • Accept valid explanations of personal scenarios where leisure activities are beneficial, e.g., to relieve stress, meet friends, or stay healthy.
    • In portfolio evidence, reward inclusion of photos, witness statements, or dated logs that confirm independent or supported use of a service.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When describing a leisure service, use a practical, real-world example from your local area to show contextual understanding.
    • 💡In assessments, demonstrate both knowledge and practical application: explain what the service is for and then show or describe how you would use it step by step.
    • 💡Practice with a support worker or in role-play to build confidence in accessing leisure services, which can be evidenced through witness testimonies or photo diaries.
    • 💡For the 'know when a leisure service is needed' objective, link your answer to a personal routine or a specific situation, such as feeling bored or wanting to meet friends.
    • 💡Provide concrete, personalised evidence such as photos, witness statements, or annotated maps showing use of an actual leisure service, not just descriptions.
    • 💡When demonstrating knowledge of when a leisure service is needed, make a clear link between a personal feeling or situation (e.g., 'I felt lonely') and choosing a service to address it (e.g., 'I went to a community centre to meet people').
    • 💡Use simple, clear language in written evidence and focus on key features of the service used; assessors value authentic, firsthand accounts over copied definitions.
    • 💡Ensure your evidence clearly shows your own decision-making: choose the service, explain why you picked it, and demonstrate independence where possible.
    • 💡Real items like tickets, receipts, or photos are highly valuable as proof—collect them after each visit to build a strong portfolio.
    • 💡When describing a leisure service's purpose, use straightforward, personal language: focus on what you do there and how it makes you feel.
    • 💡Encourage learners to draw on personal experiences to answer questions about leisure needs.
    • 💡When demonstrating the ability to find a leisure service, provide a clear step-by-step account, e.g., 'I looked at the library noticeboard and found a swimming session'.
    • 💡Use simple, direct language in written or oral responses; assessors will look for understanding rather than complex terminology.
    • 💡Practice with real-life materials such as local leisure guides to build confidence in locating services.
    • 💡When explaining what a leisure service is for, give a concrete example linked to a well-known service like a library or sports centre.
    • 💡Practice finding real leisure services in your local area and keep a folder of leaflets or screenshots as evidence.
    • 💡In assessments, always connect the ‘need’ to a clear benefit, such as ‘I would go to the gym when I feel I need more exercise to stay healthy.’
    • 💡Use a structured logbook to record each step: identifying the need, researching the service, planning the visit, attending, and reflecting on the experience. Evidence across these stages provides holistic proof of competence.
    • 💡For practical assessments, ask a support worker or family member to provide a witness statement that describes what you did, how you behaved, and that you used the service appropriately, as this carries significant evidential weight.
    • 💡Always date and annotate each piece of evidence (e.g., photographs, leaflets, booking confirmations) with a brief note explaining how it relates to the learning objectives, as this clarifies your understanding for the assessor.
    • 💡Build a portfolio that includes a variety of evidence types: screenshots of web searches, annotated leaflets, a diary of a visit, and a reflection on the experience.
    • 💡Clearly label evidence to show which learning outcome it addresses; ensure all four LOs are covered with distinct pieces.
    • 💡When describing the purpose of leisure services, use simple but precise language, and relate it to personal independence, e.g., 'To help me stay active and not feel lonely'.
    • 💡Practice using different methods of finding a service: ask a support worker to observe you making a phone call or complete a worksheet on using directories.
    • 💡Use a combination of real evidence types—photographs, tickets, annotated maps, witness statements—to fully demonstrate your ability to find and use a leisure service, not just describe it.
    • 💡When explaining when a leisure service is needed, personalise your answer with a specific example from your own life and clearly link the need to the benefits the service provides.
    • 💡For portfolio assessments, cross-reference your evidence against each learning outcome to ensure you have covered 'know what', 'find', 'use', and 'know when' separately, avoiding overlap that might be overlooked by an assessor.
    • 💡If you encounter difficulties accessing a service, document them; showing you can identify and overcome problems (e.g., by asking for help or adapting plans) can provide strong evidence of your practical skills.
    • 💡Use real-world examples from your own community; a portfolio packed with local leaflets, photos, and personal experiences will strongly evidence your skills.
    • 💡If you struggle to find information, show how you asked for help (e.g., from a support worker or by using a computer with assistance) – the process is as important as the outcome.
    • 💡Keep a simple diary for a week noting times when you felt bored, lonely, or inactive, and then match these to a leisure service that could help – this demonstrates 'knowing when' effectively.
    • 💡Always link your evidence back to the learning objectives: if you visit a leisure centre, explain how it serves its purpose, how you found it, and why you needed it.
    • 💡When completing worksheets about a leisure service, use real-life examples from personal experience to make answers more meaningful and easier to recall.
    • 💡For practical observations, try to visit a real leisure facility beforehand to practice the skills of locating and using the service; this builds confidence and evidence.
    • 💡When describing a leisure service, give a clear example with its specific use, e.g., 'A swimming pool is for exercise and fun'.
    • 💡In practical tasks, show you can ask staff simple questions and follow instructions.
    • 💡Always mention checking opening times and costs as part of using a service independently.
    • 💡Link the service to your own interests and explain why you would use it, showing personal relevance.
    • 💡Practice using real local resources like leaflets, maps, or websites to build confidence before assessment
    • 💡Collect photographic evidence or witness statements from support workers during actual visits to demonstrate competency
    • 💡Prepare a simple checklist of safety rules to follow when visiting a leisure facility
    • 💡Use simple words and pictures to explain your answers if you find writing difficult.
    • 💡Practise talking about a favourite leisure activity to build confidence for assessment.
    • 💡Focus on one service at a time when demonstrating how to use it.
    • 💡Remember to mention why and when you might use the service, not just what it is.
    • 💡During oral questions, give full-sentence answers that show you understand the purpose of the service.
    • 💡If completing a portfolio, include photographs, witness statements, or a diary to provide concrete evidence of using a leisure service.
    • 💡In role-play or observed tasks, talk through what you are doing to demonstrate your decision-making process.
    • 💡Practice using timetables, maps, or apps to find leisure services before the assessment.
    • 💡Show evidence of real-life practice: In assessments, provide specific examples of tasks you have completed independently, such as 'I planned and cooked a two-course meal for my family using a budget of £10.' This demonstrates application of skills.
    • 💡Use checklists and logs: Keep a diary of your daily routines, budgets, or travel experiences. This not only helps you track progress but also provides concrete evidence for your portfolio or oral assessment.
    • 💡Explain your reasoning: When answering questions about choices (e.g., why you chose a particular bus route or food item), explain the factors you considered, such as cost, time, or nutritional value. This shows deeper understanding.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing leisure services with essential services (e.g., mistaking a library for a job centre).
    • Assuming that all leisure services are free or do not require any form of registration or membership.
    • Failing to recognise that leisure services may have specific hours of operation or age-appropriate activities.
    • Overlooking the need to consider personal preferences or interests when selecting a leisure service.
    • Confusing leisure services with essential daily services, such as doctors' surgeries or supermarkets, and not understanding the voluntary, free-time aspect.
    • Struggling to explain why leisure is important, often focusing only on 'having fun' without linking to broader benefits like health or socialising.
    • Assuming all leisure services are free or always open, leading to unrealistic expectations when planning a visit.
    • Confusing essential services (e.g., GP surgery, job centre) with leisure services, leading to incorrect identification.
    • Assuming leisure services are always free or available at any time, without checking costs or opening schedules.
    • Failing to plan for practical needs, such as travel, money, or appropriate clothing, which can prevent successful participation.
    • Confusing leisure services with essential services like healthcare or education.
    • Assuming leisure activities are only for certain age groups or abilities.
    • Difficulty in articulating when free time could be used for leisure rather than passive activities like watching TV.
    • Overlooking the need to consider cost, location, or transport when choosing a leisure service.
    • Confusing leisure services with essential services like healthcare or housing.
    • Assuming all leisure services cost money and failing to explore free options.
    • Not recognising that leisure can be a genuine need for mental health, leading to underutilisation of available services.
    • Confusing leisure services with essential or emergency services, such as hospitals or job centres, and not understanding that leisure services are for voluntary, recreational activities.
    • Assuming all leisure activities incur a cost, leading to the misconception that they are inaccessible, when many community services like parks, free museum days, or library events are free of charge.
    • Neglecting to plan the journey to a leisure service, including not checking public transport routes, travel times, or accessibility needs, which can result in missed visits.
    • Failing to recognise that some leisure services require prior booking, membership, or adherence to rules (e.g., dress codes for gyms, age restrictions), and turning up without preparation.
    • Confusing leisure services with essential public services, such as hospitals or job centres, and failing to recognise that leisure activities are optional and for enjoyment.
    • Neglecting to plan practical arrangements like transport, opening times, or costs before visiting a service, leading to unsuccessful attempts.
    • Assuming all leisure services require formal membership or high fees, without checking for free or subsidised options.
    • Providing only theoretical knowledge without sufficient personal evidence, such as photographs, receipts, or witness statements, of actual engagement with a service.
    • Confusing leisure services with statutory or emergency services, such as thinking a hospital or job centre is a leisure service.
    • Limiting leisure service examples to only familiar, personal interests (e.g., 'only football' or 'only video games') and failing to recognise the breadth of community offerings.
    • Struggling to move from intention to action, providing evidence of researching a service but not demonstrating actual use or participation.
    • Overlooking practical barriers such as cost, travel, or support needs, without seeking solutions, leading to incomplete evidence of access.
    • Confusing leisure services with essential public services such as a doctor's surgery or a job centre.
    • Assuming leisure services are only for specific age groups (e.g., 'youth clubs are only for teenagers') and not recognising adult or family-friendly options.
    • Stating that a leisure service is needed just because it exists, without linking it to a personal reason or benefit (e.g., 'I should go to the library because it's there' rather than 'I want to borrow a book').
    • Not realising that many leisure services are free or low-cost, leading to the misconception that leisure is unaffordable.
    • Overlooking the need to check accessibility details, such as whether a service is wheelchair-friendly or provides support for sensory impairments.
    • Confusing the purpose of different leisure services (e.g., thinking a library is for playing football).
    • Difficulty in recognising when a leisure service is needed versus a compulsory service (e.g., attending a leisure centre is optional, unlike a doctor’s appointment).
    • Over-reliance on staff prompts without attempting independence, even when capable.
    • Confusing the purposes of different leisure services, such as thinking a library is for sports.
    • Assuming all services are free or available at any time without checking.
    • Overlooking the need to plan travel or take money/payment method.
    • Forgetting to consider personal safety when visiting unfamiliar places alone.
    • Not recognising that some services require membership or booking in advance.
    • Confusing leisure services with essential services like healthcare or emergency services
    • Assuming all services are free or not planning for costs
    • Not asking for help when unsure how to locate or use a facility
    • Confusing different leisure services (e.g., mistaking a library for a sports centre).
    • Failing to recognise when a service is not needed or appropriate.
    • Overlooking essential access requirements like booking or payment.
    • Assuming all services are free or always available.
    • Confusing the purpose of different services (e.g., thinking a library is a sports centre).
    • Not knowing how to use public transport or plan a journey to reach the service.
    • Failing to recognise when they have free time or a personal need for leisure activity.
    • Assuming all leisure services are free or that no membership is required.
    • Overlooking safety considerations, such as telling someone where they are going or checking opening times.
    • Misconception: 'Budgeting is only about cutting costs.' Correction: Budgeting is about balancing income and spending to meet your needs and goals, not just reducing expenses. It includes planning for treats and savings too.
    • Misconception: 'You don't need to plan meals; you can just buy what you fancy.' Correction: Meal planning helps you eat healthily, save money, and reduce food waste. It ensures you have the right ingredients and avoids last-minute unhealthy choices.
    • Misconception: 'Public transport is too complicated to learn.' Correction: With practice, using buses or trains becomes straightforward. Start with short, familiar journeys and use apps or ask staff for help. Many services offer travel training for beginners.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 1 level (e.g., reading simple instructions, counting money up to £20).
    • •Familiarity with everyday routines and the ability to follow simple step-by-step instructions.
    • •A willingness to try new tasks with support and to reflect on experiences.

    Key Terminology

    Essential terms to know

    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to use a leisure service., Know when a leisure service is needed.
    • Know what a leisure service is for., Be able to find a leisure service., Be able to find a leisure service., Know when a leisure service is needed.
    • Know what the service is for., Know how to find the service., Be able to use the service., Know when the service is needed.
    • Identifying local leisure facilities
    • Understanding service purposes
    • Practical access and navigation
    • Appropriate timing for use
    • Personal safety awareness
    • Understanding leisure activities
    • Locating local facilities
    • Using services appropriately
    • Recognising personal needs
    • Service identification
    • Service purpose and benefits
    • Appropriate timing and need
    • Access procedures and etiquette
    • Identifying leisure services
    • Locating community facilities
    • Safe and appropriate use
    • Recognising personal leisure needs

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