Professional Documents
Culture Documents
Learning Intention:
Ø Reception students will be able to:
§ Understand and use everyday language of location and direction e.g. between, near, next to, forward & toward.
§ Give simple directions
Ø Year 1 students will be able to:
§ Understand the importance of giving and following directions
§ Understand concepts of turns, direction and distance
§ Understand more complex language of location & direction e.g. clockwise, anticlockwise, forward, under
§ Interpret and follow directions to familiar locations
AUSTRALIAN CURRICLUM- Cross Curriculum Priorities: AUSTRALIAN CURRICLUM- Cross Curricular Links:
n/a § Literacy: Learning position, movement and direction vocabulary
§ Geography: The representation of the location of places and their features on
simple maps and models (ACHASSK014)- Reception & The natural, managed and
constructed features of places, their location, how they change and how they can be
cared for (ACHASSK031)- Year 1
Learning|Experiences
Lesson 1: Monday 20 th August Resources
Lesson Aim: To introduce position, movement and direction words and start to develop students’ understanding of how features/buildings are placed on maps. § Rosie’s walk by Pat
§ Read Rosie’s walk in a previous lesson or at the start of the lesson Hutchins
§ Re-read focusing on the position, movement and direction words: stop on each page and ask students to point out these words (print the Rosie’s Walk § Enlarged photo of
posters/cards to aid discussion) farmyard on the
§ While reading also focus on the buildings and ask students to identify where the hen and fox are and what they can see à this will give an insight into title page of Rosie’s
students’ prior knowledge Walk
§ Ask students to identify what they see on the enlarged picture of the farmyard that they saw throughout the book and discuss the differences due to
viewpoint and orientation.
§ Get students to draw their own map of a farmyard with the features that they remember as well as extra features that they may wish to add.
Encourage students to show a route around the farmyard like the hen took. Emphasise words of position, movement and direction when explaining task
-Ask students how could you show me the route that the hen took?
-Make your own map to illustrate to students what they need to do
§ Reflection: get students to sit in a circle and put the maps in the centre and ask questions about the features of each of the maps e.g.
-Which maps have a windmill?
-Which maps have a farmhouse that has a round tower like the one in the picture?
- Do any of the maps show a route like the one that the hen took? How do they show this route?
-Most maps are drawn as if a bird is looking down on the buildings. Do any of these buildings look like that?
-How could the hen get from the windmill to the pond?
§ Finish off the lesson with the student feedback sheet, which will enable you to see whether the task was too easy, too hard or just right. Explain this
task to students and tell them why you are doing it (too make sure that the activities you plan are suitable for them)
Lesson 2: Tuesday 21 st August Resources
Lesson aim: Students will construct key features of a farmyard and will begin to use positional language and consider where their models may be placed in § Materials for
relation to other models. making models e.g.
§ Re-read Rosie’s Walk and make a list on the board of the different features that students could make toilet roll tubes,
§ Students will plan and create models of a farmyard during this lesson: before students to this show them how you would plan and make a model using boxes, paper, tape,
the materials they have. sticks, cotton wool,
§ Ask students to draw up a plan of what they are going to create (each student should create at least one model). glue, scissors, large
§ Once their planning is complete students can start to construct the parts of their farmyard using materials that will be set out on the carpet (front of sheets of card,
the classroom) textas etc)
§ During the creation of their models make sure that you discuss the possible position of each part of their model with them to assess their use of
position, location & direction words by asking questions e.g. Can you tell me about your model? What buildings/features have you chosen to make?
Where would you place this in the farmyard?
§ Make a conscious effort to model the use of position, location and direction language.
§ HAVE DESIGN CRITERIA: E.G. IT NEEDS TO STAND UP ETC.
§ If time get students to share what they have made with the class
§ Finish off the lesson with the student feedback sheet, which will enable you to see whether the task was too easy, too hard or just right.
Lesson 3: Wednesday 22 nd August Resources
Lesson aim: Students will start to give simple directions to a peer and use positional language to describe how they would navigate their way around the § Large sheet of card
farmyard. for each group (8 if
§ Start the lesson by having the students in a circle and place a large sheet of card in the middle. Then place a selection of the models made in the whole class is
previous lesson on the card and ask students to choose where each model should be placed (Which requires them to use positional language). there)
§ Using textas or leftover materials add any missing features to the farmyard e.g. ponds, roads etc. § Models created
§ Demonstrate the start of a route and use the positional word posters to support this. Display these posters so that students are able to refer to them during previous
when labelling their own maps. lesson
§ Choose pairs or groups of three for for students to work in. § Posters of
§ Students will put their models onto the card and add extra features if necessary. positional words
§ Students can then plan Rosie’s walk around their farmyard and consider where the fox would hide along the way. § Rosie and the Fox
§ One partner will start by give directions, one partner will label the route using arrows and positional language labels and the other will follow the cut-out
directions using the Rosie and the fox character cut-out and then they will swap until each group member has a turn in each role. § Labels for positional
§ Reflection: what sort of directions worked best and why? What made a route easy/hard to follow and why? Did anyone find a route that used all the words
positional words? What were some of the hiding places for the fox? What could the fox see from each of these hiding places? How do you know what § Scissors to cut out
the fox could see from his hiding place? labels
§ Finish off the lesson with the student feedback sheet, which will enable you to see whether the task was too easy, too hard or just right. § Ipads if available to
§ Differentiation: record some of
-Extension: Encourage students to talk about alternative routes/ the different routes and how this would change the positional words used. their work
-Support: using pictures to label their route rather than verbal language to show that they understand what each character will be doing at each point
along their route
Lesson 4: Thursday 23 rd August Resources
Lesson aim: Students will place features on a map and plan out directions to find their treasure. § Treasure island
§ Start by talking about the theme of book week: find your treasure and talk about treasure maps as a way that treasure can be found in stories. blank map and roll
§ Demonstrate the activity to students: roll the dice, and find the row that matches the number you rolled, for your first roll pick from the first roll column to create a
and then draw this feature to your map, then repeat these steps but pick from the 2nd roll column and so on until you have done 5 rolls. Once all of the treasure map sheet
features have been added students can choose a secret place for their treasure and then label a starting point on their map. § Dice
§ Students can either write a list of directions to find their treasure or they can use arrows on their map from the starting point to the treasure to show
their directions.
§ If there is time we will share our maps as a class at the end of the lesson
§ Finish off the lesson with the student feedback sheet, which will enable you to see whether the task was too easy, too hard or just right.
ASSESSMENT
Formative Assessment:
§ Observation of students engaging with the tasks
§ Analysis of students’ work
§ Student feedback: Too hard, too easy, just right
§ Checklist (find below: will be used throughout unit when student illustrates understanding/skills listed)
Under Across In
Around Over Past
Beneath Through On
Under Into Behind
In front of
Start Finish
Bee bot map grid:
Student Interprets and uses everyday and Follows and gives Understands the importance
more complex language of location directions around of giving and following
and direction (e.g. between, near, obstacles directions and that this
toward, next to, forward, involves turns, direction and
clockwise, anticlockwise, under) distance