Directions and Pathways

This is lesson 2 of 4 in the unit "Pathways Through Our World". Lesson Title: Directions and Pathways Lesson Description: Learning intention: We are learning to follow and create simple pathways using direction words. NZC Phase 1 Geometry connection: communicate pathways through sequenced instructions for moving or locating an object. Vocabulary: pathway, direction, forward, backward, left, right, up, down, start, finish and route. Number warm-up (10 min): calendar routine, Number of the Day with a counting pattern or number line, and Jack Hartmann Count to 120. Geometry teaching (10 min): model a floor-grid route using arrows; explicitly demonstrate forward, backward, left, right, up and down, asking children to predict the next move and explain their thinking. Main activity (25 min): pairs play “robot and navigator” on a taped floor grid using arrows, cones, hoops and toy cars; the navigator gives instructions while the robot follows, then partners swap roles. Children create a short route from start to finish and check whether their partner can follow it. Independent/small group (10 min): Year 0 follows one-step visual arrow cards and matches arrows to movement; Year 1 follows and records two- or three-step routes; Year 2 creates a route with precise directional instructions and tests whether another child can reproduce it. Use a Twinkl/SparkleBox directional-arrow or following-instructions resource only as a brief follow-up. Reflection (5 min): children give a partner one direction and identify the start and finish. Ask: “What direction should we move next, and how do you know?” Resources: masking tape, floor grid, arrow cards, cones, hoops, toy cars or animals, directional cards, whiteboards, markers, Twinkl/SparkleBox search term: ‘directions arrows worksheet’. Differentiation: Year 0 relies on physical movement, visual cues and one-step commands; Year 1 combines two or three steps; Year 2 gives, follows and checks multi-step routes, explaining errors. Teacher questions: “Can you give me instructions?”, “What happens if I go backward?”, “How can you make your instruction clearer?” Assessment: listen for correct use of left/right and forward/backward and observe whether children follow a sequence; if unsuccessful, return to the child’s facing direction, use a body arrow or bracelet cue, and shorten the route.

Overview

This is lesson 2 of 4 in Pathways Through Our World. Students build on earlier positional language by following and creating simple routes on a floor grid. They use movement, arrows and spoken instructions to communicate a pathway from start to finish.

Learning intentions

WALT follow a pathway using direction words.
WALT give clear instructions to help someone move along a route.
WALT use arrows and movement to show forward, backward, left, right, up and down.
WALT explain where a pathway starts and finishes.

Success criteria

I can use direction words correctly.
I can follow two or more instructions in the right order.
I can create a route from start to finish.
I can check whether my partner can follow my route and make my instructions clearer if needed.

Curriculum links

New Zealand Curriculum Phase 1 Geometry: communicate pathways through sequenced instructions for moving or locating an object.
Mathematics and Statistics: use positional language and communicate mathematical ideas through movement, symbols and oral instructions.
Key competencies: managing self, participating and contributing, and using language, symbols and texts.
Oral language: listen carefully, give clear instructions and explain mathematical thinking.

Lesson structure (60 minutes)

0–10 min · Number warm-up. Teacher leads the calendar routine, then displays a Number of the Day and invites children to count forwards or backwards along a number line or follow a simple counting pattern; finish with Jack Hartmann Count to 120. Students join in, identify the number and explain what comes next. Open with the warm-up slides to show the number, counting pattern and movement prompts.
10–20 min · Model directions. Teacher introduces the words pathway, direction, forward, backward, left, right, up, down, start, finish and route. On a taped floor grid, model moving a toy car from a marked start to a finish using arrow cards, pausing to ask, “What direction should I move next, and how do you know?” Students predict each move, match arrows to movements and practise turning their bodies left and right. Use the direction teaching slides for large arrow images and prediction questions.
20–45 min · Robot and navigator. Teacher places cones or hoops around a taped grid and explains that the navigator gives one instruction at a time while the robot follows without guessing. Demonstrate: “Start. Move forward two spaces. Turn left. Move forward one space. Finish.” Students work in pairs with a toy car or animal. The navigator chooses a start and finish, gives a short route using arrow cards or spoken instructions, and checks the robot’s movement; partners then swap roles. Prompt with, “Can you give me instructions?”, “What happens if I go backward?” and “How can you make your instruction clearer?” Refer to the robot-and-navigator instruction slides for rules, a worked example and partner prompts.
45–55 min · Independent or teacher-led practice. Teacher groups students by need and provides the appropriate challenge. Year 0 students follow one-step visual arrow cards and match each arrow to a physical movement. Year 1 students follow and record two- or three-step routes on the pathway recording sheet. Year 2 students create a route with precise directional instructions, then test whether another child can reproduce it and explain any error. If useful, provide the brief follow-up resource search term “directions arrows worksheet” from Twinkl or SparkleBox; keep this to a few minutes and do not replace the practical activity.
55–60 min · Reflection. Teacher asks each child to give a partner one direction and identify the route’s start and finish. Students share one instruction and respond to: “What direction should we move next, and how do you know?” Revisit the reflection slides to show a final route and invite children to describe it in order.

Resources

the Directions and Pathways teaching deck
the pathway recording sheet
Masking tape and a taped floor grid
Arrow cards and directional cards
Cones and hoops
Toy cars or small toy animals
Whiteboards and markers
Number line and calendar
Optional brief Twinkl/SparkleBox “directions arrows worksheet” follow-up

Assessment

During modelling, listen for accurate use of left/right and forward/backward. Check whether children connect each arrow with the matching movement.
During partner work, observe whether students follow a sequence in order, give instructions clearly, and identify the start and finish.
Collect or photograph Year 1 and Year 2 route recordings. For an unsuccessful attempt, return to the child’s facing direction, add a body arrow or bracelet cue, and shorten the route.

Differentiation

Support Year 0 learners with physical movement, large visual arrows, repeated modelling, one-step commands and an adult or peer partner.
Clarify left and right with a coloured bracelet, body arrow or consistent facing direction. Use gestures and demonstrate each instruction before expecting independent use.
Provide Year 1 learners with a two-step route first, then add a third step when successful. Accept drawing, arrows or dictated instructions when writing is a barrier.
Challenge Year 2 learners to create, follow and check multi-step routes, use precise language such as “forward two spaces”, and explain how they corrected an error. Pair EAL and SEN learners with supportive peers and allow extra processing time.

Teaching Instructions