Year Level

Year 2

Duration

Two lessons, 70 minutes each

Class Size

15 students

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Curriculum Alignment

Australian Curriculum v9 - Mathematics:

• Content Descriptor: AC9M2SP02
  Locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways.
• Elaborations:
  • Interpreting maps of familiar places and identifying the position of key features
  • Using maps to give and receive directions, describing spatial relationships
  • Creating and following movement instructions on grid mats, e.g., "one forward, two to the right"
  • Using directional language: "clockwise", "anticlockwise", "quarter turn left", etc.

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Lesson 1: Introduction to Maps and Locating Features

Learning Objectives:

By the end of this lesson, students will be able to:

• Recognise and describe positions of features on a two-dimensional map of a familiar place.
• Use directional language to describe and follow routes on a simple grid-based map.
• Understand that maps help us find locations and give directions.

Curriculum Links:

• AC9M2SP02: interpreting maps, identifying key features, giving directions

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Lesson Outline:

Time	Activity	Description	Resources
0-10 mins	Engagement: What is a map?	Discuss with students what maps are and why we use them. Show simple maps (classroom, park).	Picture maps, classroom map
10-20 mins	Teacher-led demonstration: Map features	Introduce symbols for key features on a map (e.g., playground, trees, classroom desks). Discuss map keys (simple legend).	Visual map with legend, printed handouts
20-35 mins	Guided Activity: Locate familiar features	Students receive a simple map of the school or local park. Identify and mark locations of features (toilets, library, basketball court).	Printed simple local map
35-50 mins	Directional Language Practice (Movement)	Using a 4x4 floor grid mat, call out directions (e.g., "move two steps forward, one step right"). Students follow directions physically.	Grid mat or taped grid on floor
50-65 mins	Pair work: Give & follow directions	Students work in pairs. One gives directions to the other to reach a feature on the map or grid. Swap roles.	Maps, floor grids
65-70 mins	Reflection and plenary chat	Discuss what they learned about maps and directions. Ask students why maps are useful.	None

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Teaching Tips:

• Use familiar places so students can connect prior knowledge.
• Emphasise vocabulary: "left", "right", "north (optional)", "forward", "backward".
• Support non-verbal learners with visuals and gestures.

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Lesson 2: Creating and Using Maps to Locate Features

Learning Objectives:

By the end of this lesson, students will be able to:

• Create a simple map with symbols and a key for a familiar space (classroom or playground).
• Use maps to describe the location of objects or features using spatial language.
• Follow and give directions using maps and path descriptions.

Curriculum Links:

• AC9M2SP02: interpreting and creating two-dimensional maps, giving and following directions (including turn descriptions)

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Lesson Outline:

Time	Activity	Description	Resources
0-10 mins	Review: What did we learn about maps?	Quick recap of previous lesson. Ask students to name map features and directional words.	None
10-25 mins	Mini lesson: Map symbols and keys	Teacher models how to create symbols for features and how to write a map key (legend).	Large paper, markers
25-40 mins	Independent/Group Activity: Create a class map	Students in small groups create a simple map of the classroom or playground on paper. They draw features and develop symbols. Include a title and key.	Paper, coloured pencils, rulers
40-55 mins	Map Walk & Locate	Students use their created maps to lead peers around the classroom/playground to find features.	Students’ maps
55-65 mins	Directional Game: Treasure Hunt on grid mat	Use the grid mat with hidden 'treasures'. Students give and follow directions to ‘find’ treasures. Encourage use of specific directional language including turns.	Grid mat, treasure tokens
65-70 mins	Wrap-up and Assessment	Ask students to share what feature they found easiest to locate and describe. Use informal questioning to assess understanding of directions and map symbols.	None

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Assessment:

• Observe students’ ability to interpret and create simple maps during activities.
• Listen for correct usage of spatial language and ability to describe locations accurately.
• Use questions in plenary to check understanding of directional terms and map features.

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Differentiation:

• Support: Provide pre-drawn maps with missing features to label for students needing support.
• Extension: Challenge advanced students to create maps including a compass rose or use terms like "north" and "south".

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Cross-Curriculum Opportunities:

• Geography/Humanities: Connections to local community maps.
• Digital Technologies: Use mapping software or apps for simple digital maps (optional extension).
• English: Develop vocabulary related to spatial descriptions and instructions.
• Arts: Drawing symbols and designing creative keys.

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Innovative Ideas to Wow Teachers:

• Integrate a simple robot toy (e.g., Bee-Bot) where students program it to follow mapped directions on a mat, combining coding and spatial skills.
• Use augmented reality (AR) apps (if available) to overlay maps on the classroom floor, providing an interactive 3D mapping experience.
• Incorporate storytelling where students must use their maps to navigate a quest (pirate treasure, nature walk), making the lesson engaging and narrative-driven.

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This two-lesson plan offers a rich, curriculum-aligned, practical approach to teaching Year 2 students how to locate features and use maps effectively, with clear links to AC9M2SP02 from the Australian Curriculum v9 and tailored to support a class of 15 students over 70-minute lessons.