Finding out about and using community facilities — Cambridge OCR Key Skills Foundations for Learning Revision

    Learners participate in finding out about and using community facilities. The focus is on active engagement and developing independence.

    Topic Synopsis

    Learners participate in finding out about and using community facilities. The focus is on active engagement and developing independence.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Finding out about and using community facilities

    CAMBRIDGE OCR
    vocational

    Learners participate in finding out about and using community facilities. The focus is on active engagement and developing independence.

    41
    Learning Outcomes
    53
    Assessment Guidance
    61
    Key Skills
    40
    Key Terms
    64
    Assessment Criteria

    Assessment criteria

    Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 2)

    Topic Overview

    Foundations for Learning is a core component of the Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1). It focuses on developing the basic skills needed for effective learning, such as listening, following instructions, and working with others. This unit helps students build confidence and independence in educational settings, preparing them for further study or everyday life.

    The topic covers practical activities like identifying personal learning goals, using simple resources, and reflecting on progress. Students learn to recognise their strengths and areas for improvement, which is essential for personal development. By mastering these foundations, students can approach other subjects with greater self-awareness and a positive attitude towards learning.

    This unit is particularly important because it provides the building blocks for all other learning. It teaches students how to organise themselves, ask for help when needed, and work as part of a team. These skills are not only useful in the classroom but also in daily life, making the qualification relevant and valuable for future opportunities.

    Key Concepts

    Core ideas you must understand for this topic

    • →Setting simple learning goals: Understanding what you want to achieve in a lesson or activity, such as 'I will finish my worksheet' or 'I will listen carefully for 10 minutes'.
    • →Following instructions: Being able to listen to and carry out simple, step-by-step directions given by a teacher or peer.
    • →Working with others: Cooperating in pairs or small groups, taking turns, and sharing resources to complete a task.
    • →Reflecting on learning: Thinking about what you have done well and what you could improve, using simple prompts like 'I tried hard' or 'Next time I will ask for help'.
    • →Using resources: Knowing how to use basic learning materials like pencils, paper, timers, or visual aids to support your work.

    Learning Objectives

    What you need to know and understand

    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Identify at least three different community facilities and their primary functions
    • Locate information about community facilities using leaflets, websites, or staff contact
    • Plan a visit or activity, including checking opening times, costs, and any required items
    • Demonstrate appropriate behaviour and communication when visiting a community facility
    • Ask relevant questions to obtain necessary information from facility staff
    • Contribute to a review of the experience, stating what went well and what could be improved
    • Identify at least three local community facilities and describe their purpose.
    • Demonstrate how to locate information about opening times and location using a map or schedule.
    • Participate in a planned visit to a community facility, following safety guidelines.
    • Communicate a need or question to facility staff or a support worker.
    • Review a visit and suggest one way to improve a future experience.
    • Identify a range of community facilities available locally and their purposes
    • Describe the services offered by a chosen community facility
    • Demonstrate how to find opening times and location details for a selected facility
    • Participate in a planned visit to a community facility, recording observations
    • Communicate effectively with staff during a visit to obtain information
    • Evaluate personal experience of using a community facility
    • Identify at least three different community facilities in the local area.
    • Explain the purpose and main services offered by a selected community facility.
    • Use digital tools or printed resources to find opening times and contact details of a facility.
    • Plan a journey to a chosen community facility using a map or online route planner.
    • Demonstrate appropriate social and safety behaviour when visiting a community facility.
    • Evaluate personal experience of using a community facility, noting any barriers encountered.
    • Identify at least three different types of community facility and their main purpose
    • Use given sources (e.g., leaflets, simple maps, verbal directions) to find information about a local facility
    • Describe how to behave appropriately when visiting a community facility
    • Plan a simple route to a local facility using a visual or written prompt
    • Demonstrate how to ask staff for help or information in a role-play or real situation
    • Reflect on the benefits of using community facilities for personal independence
    • Recognise common health and safety rules that apply in public spaces

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Participate in finding out about local facilities.
    • Use a community facility with support.
    • Communicate preferences about facilities.
    • Award credit for demonstrating the ability to name at least two local community facilities from pictures or symbols.
    • Look for evidence of the learner participating in a visit to a community facility, such as a photo or witness statement.
    • Accept any form of communication (verbal, gesture, AAC) when the learner indicates a preferred facility to visit.
    • Evidence should show the learner following safety instructions during the visit, e.g., staying with the group.
    • Award credit for demonstrating the ability to identify at least one local community facility and describe its purpose in simple terms, using words, signs, or symbols.
    • Expect evidence that the learner participated in an information-gathering activity, such as asking a staff member a question or collecting a leaflet, with minimal prompting.
    • Look for a witness statement or observation record confirming the learner attended a community facility and took part in a relevant activity, e.g., borrowing a book or using a swimming pool.
    • Award credit when the learner demonstrates the ability to name or point to at least two local facilities (e.g., a shop, library, or park) with minimal prompting, as evidenced by photographic or witness records.
    • Credit evidence of active participation, such as walking to a facility, following simple instructions to use a service (e.g., handing over a library card), or making a choice during the activity.
    • Accept non-written evidence, including annotated photographs, video clips, or signed witness statements, that clearly show the learner completed a task like posting a letter or asking for help in a community centre.
    • Look for recognition of basic safety rules, e.g., waiting at a pedestrian crossing or staying with a support worker, as part of demonstrating appropriate behavior in community settings.
    • Award credit for demonstrating the ability to locate information about a chosen community facility using at least one method (e.g., internet search, telephone enquiry, visiting in person).
    • Assess for evidence of effectively planning a visit, including noting opening hours, location, and any requirements such as membership or fees.
    • Look for demonstrated appropriate behaviour and adherence to facility rules during a supervised visit, such as signing in, respecting quiet areas, and using equipment correctly.
    • Credit should be given for obtaining proof of visit (e.g., receipt, stamped form, witness statement) as part of a portfolio.
    • Award credit for demonstrating the ability to identify at least two community facilities using sources such as leaflets, websites, or a map.
    • Award credit for showing appropriate behaviour when visiting a community facility, such as queuing, asking for assistance, or handling money.
    • Award credit for reflecting on the experience, e.g., stating what they liked or found useful.
    • Award credit for demonstrating ability to identify at least one community facility relevant to a personal need or interest, with appropriate support if required.
    • Award credit for showing participation in locating information about a facility, such as using a simple map, asking a helper, or recognising a sign.
    • Award credit for evidencing active involvement in visiting or using a facility, including following basic safety or etiquette rules during the experience.
    • Award credit for demonstrating the ability to ask relevant questions when finding out about a community facility, such as enquiring about opening times, costs, or accessibility (e.g., asking a staff member or using a leaflet).
    • Award credit for using at least two different information sources to research a facility (e.g., a brochure and a website, with appropriate support) and clearly recording the details found.
    • Award credit for evidencing active participation during a visit to a community facility, including appropriate behaviour (e.g., queuing, following rules), using the facility for its intended purpose, and reflecting on the experience in a simple log or discussion.
    • Award credit for demonstrating the ability to name or point to at least two community facilities, with support if needed.
    • Award credit when the learner participates in a group or individual activity to find information about a facility’s location, opening times, or services.
    • Award credit for evidence of taking part in a visit to or use of a community facility, showing appropriate behaviour and engagement.
    • Award credit for reflecting on the experience, such as indicating what they did or saw at the facility, verbally or through symbols.
    • Award credit for demonstrating the ability to identify a community facility from a given list of options when prompted.
    • Award credit for demonstrating appropriate behaviour when visiting a community facility, such as waiting in line or using quiet voices.
    • Award credit for demonstrating the ability to find out key information about a facility, e.g., by asking a question or selecting the correct leaflet with support.
    • Award credit for demonstrating the ability to identify at least one community facility relevant to personal needs or interests.
    • Credit should be given when the learner can communicate effectively, using verbal or non-verbal methods, to request information about a facility.
    • Look for evidence of safe and appropriate behaviour during a visit to a community facility, with support if needed.
    • The learner should show participation in using the facility, such as taking part in an activity or making a simple transaction.
    • Award credit for accurately naming and describing local facilities, e.g., 'the library is where you can borrow books'.
    • Award credit for evidence of using at least two information sources, such as collected leaflets, website printouts, or notes from a conversation.
    • Award credit for a simple visit plan that includes date, time, transport, and items needed (e.g., library card, money).
    • Award credit for observed demonstration of waiting politely, following rules, and asking for help when needed.
    • Award credit for asking clear, relevant questions, e.g., 'What time do you close?' or 'Is it okay to take photos?'.
    • Award credit for providing a brief verbal or written reflection that identifies one positive aspect and one suggestion for next time.
    • Evidence of correctly naming and locating a community facility on a map.
    • Observation of the learner asking for directions or information.
    • Photographic or witness testimony of active participation.
    • Simple written or verbal reflection on the visit.
    • Award credit when the learner can name at least two local community facilities and explain their purposes
    • Evidence of a pre-visit planning sheet highlighting travel arrangements and opening times
    • Observation record indicating effective interaction with facility staff
    • A completed evaluation form or simple feedback log after a visit
    • Collection of relevant leaflets, screenshots or photos as proof of research
    • Award credit for accurately naming three or more relevant community facilities (e.g. library, GP surgery, community centre).
    • Evidence of using at least two different sources (e.g. internet, telephone, printed leaflet) to gather information must be presented.
    • Journey plan should include mode of transport, estimated travel time, and any cost with a clear link to the chosen facility.
    • During a visit, demonstration of polite interaction with staff and adherence to facility rules (e.g. no photography in restricted areas) is required.
    • Reflection must mention at least one positive aspect and one challenge met, with suggestions for future improvement.
    • Award credit for accurately naming a facility and linking it to its function (e.g., 'library to borrow books')
    • Accept evidence of using a simple directory, map, or app to locate a facility, even with support
    • Look for demonstration of appropriate behaviour, e.g., using quiet voice in library, queuing at post office
    • Credit simple route planning including start point, destination, and a safe crossing point if applicable
    • Assess communication attempts: clear speech, eye contact, polite language when role-playing or interacting
    • Acknowledge personal reflection statements on why a facility is useful, even if brief

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use pictures and simple maps.
    • 💡Visit facilities during learning sessions.
    • 💡Encourage choice-making.
    • 💡Encourage learners to use visual aids like symbols or photographs to communicate about facilities.
    • 💡Practice visits in a classroom setting using role-play and social stories before going to real community facilities.
    • 💡Gather a range of evidence types (photos, worksheets, witness statements) to ensure all criteria are met.
    • 💡Always prioritise the learner's safety and well-being; if a learner is anxious, allow gradual exposure.
    • 💡Build a simple evidence portfolio with annotated photos, leaflets collected, and short witness statements from support staff to clearly demonstrate participation.
    • 💡Practice role-playing information-gathering scenarios before a real visit to build confidence in asking questions like 'What time do you open?' or 'How much does it cost?'
    • 💡Ensure evidence captures the learner actively using the facility, not just visiting it; a photo inside the library with a book they chose is stronger than one outside the building.
    • 💡Use a simple checklist during the activity to note specific steps the learner completed, such as selecting an item, handing over money, or saying 'thank you', to provide clear supporting evidence for the assessor.
    • 💡Practice with the learner in advance to build familiarity, but ensure the assessment evidence shows spontaneous or semi-spontaneous participation rather than a fully scripted routine, to demonstrate genuine skill acquisition.
    • 💡Maintain a detailed log of each step taken to find out about and use a facility, including screenshots, leaflets, and notes, as this will serve as key evidence.
    • 💡Practice asking staff for help or information during a visit, and ask a supervisor or support worker to provide a witness statement confirming your active participation.
    • 💡If you encounter a problem (e.g., facility closed unexpectedly), document how you problem-solved or what you learned, as this demonstrates resilience and adaptability.
    • 💡To meet the criteria, ensure the learner actively participates in at least two distinct activities: one for finding out and one for using a facility, with clear evidence of their engagement.
    • 💡Use a variety of evidence, such as annotated maps, photographs with captions, or witness statements from support staff, to capture the learner’s contribution.
    • 💡Focus on the process rather than perfection; credit is given for attempts and increasing independence, even if support is needed.
    • 💡For assessment, use a witness statement or photographic evidence accompanied by a brief commentary to capture the learner's participation in real-time, as it demonstrates active engagement better than written work.
    • 💡Break the task into two clear sections: first 'finding out' (e.g., a guided internet search, phone call, or visit to reception) and then 'using' (e.g., borrowing a book, attending a session), to ensure all learning objectives are addressed.
    • 💡For your portfolio, ensure you collect photographic or witness statement evidence of you actively participating in both finding out about and using a community facility; a single leaflet or screenshot is insufficient.
    • 💡Clearly label each piece of evidence with the specific learning outcome it addresses—'Finding out' or 'Using'—and include a short annotation explaining how you participated.
    • 💡If an in-person visit is not possible, arrange a virtual tour, phone interview with a staff member, or use a facility website interactively, but make sure you document your own actions and decisions to demonstrate participation.
    • 💡Practise using journey-planning tools (e.g., a simple app or paper map) with a support worker before your assessed tasks; this will help you gather evidence of independent planning and reduce reliance on verbal prompting.
    • 💡Use a combination of witness statements, photographic evidence, and annotated maps to document the learner’s involvement in finding and using facilities.
    • 💡Plan visits during the centre’s quieter times to reduce anxiety and maximise opportunities for active participation.
    • 💡Link activities to the learner’s personal interests (e.g., a sports centre for a learner who likes football) to increase engagement.
    • 💡Ensure the assessment records clearly distinguish between what the learner achieved with support and what they did independently, to show progress.
    • 💡Use real-life visits and photographs as evidence of participation; ensure the learner’s active role is clearly documented.
    • 💡Break down tasks into small steps and record each step as evidence to show progression and participation.
    • 💡Practice visiting different facilities to build confidence and reduce anxiety before a formal observation.
    • 💡Ensure evidence captures the learner's active involvement, not just a completed task. Use witness statements or annotated photos.
    • 💡Practice role-playing requesting information in a safe environment before real community visits to build confidence.
    • 💡Incorporate a variety of communication methods (e.g., symbol cards, pointing) as evidence of participation for non-verbal learners.
    • 💡Plan visits during quiet times and with familiar support to reduce anxiety and increase successful participation.
    • 💡Build a portfolio with real evidence: photographs (with permission), collected leaflets, visit plans, and witness statements from family or support staff.
    • 💡Practice role-playing conversations with a friend or family member to build confidence in asking questions and listening to replies.
    • 💡After each visit, write or record a short note about what you did and how you felt, to develop reflection skills and create evidence.
    • 💡Always double-check practical details like opening times and costs by calling ahead or looking online before going to the facility.
    • 💡Build a portfolio of evidence from multiple visits to different types of facilities.
    • 💡Use clear, dated records of participation, such as photos, tickets, or staff signatures.
    • 💡Practice interacting with facility staff in role-play scenarios before actual visits.
    • 💡Use a variety of sources (internet, leaflets, phone call) to find out about facilities and keep a record of each method
    • 💡Keep a diary of research activities with dates as ongoing evidence
    • 💡Take photos or collect leaflets during visits to support your portfolio
    • 💡Practice asking questions politely and clearly before the actual visit
    • 💡Review all learning objectives and cross-reference your evidence to ensure full coverage
    • 💡Always collect evidence such as photos, screenshots, leaflets, or signed witness statements to support each stage of the process.
    • 💡When reflecting, use a structured format (e.g. what went well, what could be improved) to ensure all marking criteria are met.
    • 💡If a planned visit is not possible, discuss alternative facilities well in advance with your assessor and provide a clear justification.
    • 💡When recording evidence, make sure to capture both finding out about and using facilities; a simple photo diary with captions can be very effective
    • 💡Use real-world examples from your local area to make your portfolio more authentic and specific
    • 💡If you have communication difficulties, practise a few key phrases or use a communication card when interacting with staff
    • 💡Tip 1: Use simple, clear language when describing your goals and reflections. For example, 'My goal was to finish the puzzle, and I did it' is perfect for Entry 1.
    • 💡Tip 2: Show evidence of working with others by describing what you did together, such as 'We took turns to build the tower' or 'I helped my partner find the right picture'.
    • 💡Tip 3: Keep a simple learning diary or use pictures to record your progress. This makes it easier to remember and talk about your achievements during assessment.

    Common Mistakes

    Common errors to avoid in your coursework

    • Lack of awareness of available facilities.
    • Difficulty navigating public transport.
    • Needing prompts to engage.
    • Confusing public and private facilities, e.g., thinking a friend's house is a community facility.
    • Difficulty planning a route or understanding opening times, leading to frustration.
    • Forgetting to bring necessary items like a library card or money for a shop visit.
    • Becoming overwhelmed by sensory stimuli in busy places, which may affect participation.
    • Learners may passively observe rather than actively engage in finding out about or using the facility, requiring explicit encouragement to participate.
    • Misidentifying the purpose of a facility, e.g., confusing a library with a community centre, leading to inappropriate questioning or use.
    • Forgetting to record evidence of the visit, such as a ticket, leaflet, or photo, which is essential for portfolio assessment.
    • Confusing the names or purposes of community facilities, such as calling a post office a shop or not understanding the difference between a library and a bookshop.
    • Failing to demonstrate active participation, such as only observing rather than physically engaging with a task (e.g., watching someone buy a bus ticket without attempting it).
    • Not providing evidence of communication during the activity, which is required to show participation; for example, only showing the learner walking into a café without any interaction like pointing to a drink or using a symbol card.
    • Assuming a facility is open without checking current opening times, leading to a wasted journey.
    • Forgetting to bring necessary identification or membership cards, resulting in being unable to use the service.
    • Relying solely on one source of information (e.g., word of mouth) without verifying through official channels.
    • Learners may not distinguish between relevant and irrelevant facilities for their needs (e.g., confusing a post office with a bank).
    • Learners might rely solely on a familiar adult rather than attempting to find information independently or asking staff for help.
    • Learners may not consider opening times or accessibility, leading to an unsuccessful visit.
    • Learners often confuse community facilities with private businesses, not recognising the public or shared nature of places like libraries or parks.
    • Many learners passively observe rather than actively participate; they may watch others ask questions or access information without attempting to engage themselves.
    • Some learners struggle to distinguish between 'finding out about' and 'using' the facility, overlooking the initial research phase when providing evidence.
    • Learners often confuse similar-sounding facility names or misunderstand the primary function of a facility, for example mistaking a walk-in health centre for a hospital or a community hall for a sports centre.
    • Many learners struggle to plan a realistic journey to a facility, relying heavily on adult support without attempting to use a map or public transport timetable, which can limit evidence of independent participation.
    • A frequent error is forgetting to bring essential items needed to use a facility, such as a library card, swimming kit, or enough money, leading to a failed visit and missed opportunity for evidence.
    • Learners sometimes misinterpret opening hours or fail to check timetables before visiting, resulting in arriving when the facility is closed and not achieving the 'using' objective.
    • Assuming that ‘using community facilities’ means only doing so independently; assessors must recognise supported participation as valid evidence.
    • Confusing private businesses (e.g., a friend’s house) with public community facilities.
    • Not recording the learner’s contribution during planning stages; evidence must capture their input, however small.
    • Overlooking the importance of health and safety considerations when visiting a facility, such as road safety or stranger awareness.
    • Learners may confuse the purpose of different community facilities, for example, thinking that a library is for buying books rather than borrowing.
    • Learners often find it challenging to transfer skills from a familiar facility to a new one, requiring repeated practice.
    • Learners may passively observe rather than actively participate in finding out information, expecting staff or supporters to take the lead.
    • Assuming learners can independently find out information without support; many require prompting to ask questions or use technology.
    • Overlooking the need for clear communication strategies; some learners may struggle to articulate their needs even with visuals.
    • Focusing solely on the outcome rather than the participation process; the objective is engagement, not perfect execution.
    • Neglecting to pre-teach safety rules for community visits, leading to anxiety or unsafe behavior.
    • Confusing the purposes of different facilities, such as assuming a pharmacy is for buying groceries.
    • Forgetting to check essential details like opening hours or costs before visiting, leading to a wasted trip.
    • Relying on only one source of information, like memory, instead of verifying with leaflets or websites.
    • Feeling too anxious to ask staff for help, resulting in missing out on important information or services.
    • Not preparing necessary items, e.g., forgetting a library card or appropriate clothing for a sports centre.
    • Assuming all facilities are open every day and at all times.
    • Difficulty reading signs or understanding timetables without support.
    • Feeling anxious about asking staff for help, leading to avoidance.
    • Assuming all community facilities are free to use
    • Neglecting to check accessibility needs before a visit
    • Inadequate preparation, such as not checking opening hours or travel routes
    • Over-reliance on others to provide information without attempting independent research
    • Misunderstanding the difference between staff and public users in a facility
    • Confusing a community facility with a private business (e.g. a supermarket instead of a food bank).
    • Failing to check if the facility requires prior booking or membership, leading to inability to use it.
    • Not considering accessibility needs, such as wheelchair access or need for a carer.
    • Providing incomplete journey plans that omit return travel or alternative routes.
    • Behaving passively during the visit, making it difficult to demonstrate active participation.
    • Confusing the purpose of different facilities (e.g., thinking you can buy stamps at a library)
    • Not recognising universal symbols like the ‘i’ for information or the green cross for pharmacy
    • Forgetting to consider opening times or accessibility when planning a visit
    • In role-plays, using inappropriate volume or language for the setting (e.g., shouting in a place of worship)
    • Ignoring personal safety rules such as crossing roads without looking or not wearing a seatbelt on public transport
    • Assuming all facilities are free, without checking for entrance fees or membership requirements
    • Misconception: 'I don't need to set goals because the teacher tells me what to do.' Correction: Setting your own goals helps you focus and take ownership of your learning, even when following teacher instructions.
    • Misconception: 'Working with others means I can just copy their work.' Correction: Collaboration involves sharing ideas and helping each other, but you must contribute your own effort and understanding.
    • Misconception: 'Reflection is just saying 'I did good' or 'I did bad'.' Correction: Reflection should be specific, like 'I listened well today' or 'I need to practise writing my name'.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic communication skills: Being able to understand simple questions and respond with words or gestures.
    • •Ability to follow simple routines: Familiarity with classroom routines like sitting in a circle or putting hand up to speak.
    • •Fine motor skills: Basic ability to hold a pencil, cut with scissors, or manipulate small objects.

    Key Terminology

    Essential terms to know

    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Be able to participate in finding out about community facilities, Be able to participate in using community facilities
    • Identifying community facilities
    • Information gathering methods
    • Planning and preparation
    • Safe and appropriate facility use
    • Communicating with service providers
    • Reflecting on experiences
    • Identifying community facilities
    • Accessing information sources
    • Planning and travel skills
    • Health and safety awareness
    • Communication and interaction
    • Rights and responsibilities
    • Community resource identification
    • Access and participation skills
    • Communication with service providers
    • Travel and route planning
    • Personal safety and responsibility
    • Community facility types
    • Information retrieval methods
    • Journey and access planning
    • Appropriate conduct in facilities
    • Health and safety awareness
    • Reflecting on experience
    • Identifying local amenities
    • Accessing information about services
    • Safe and respectful facility use
    • Planning and travel skills
    • Communication with facility staff
    • Independence and self-advocacy

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