Following a Route

Overview

In this sixth lesson of Mapping My World, the student applies earlier learning about map symbols, places and direction to plan and communicate a route. The student will use a familiar map of the classroom, school or playground, then test the route with a toy figure or by walking it safely.

Learning intentions

• WALT choose a start and finish on a familiar map.
• WALT show a route using arrows.
• WALT communicate clear route steps using directional language.
• WALT think about whether a route is easy, safe and sensible.

Success criteria

• I can choose and label a start and finish.
• I can show my route with numbered arrows.
• I can use words such as forward, turn, left, right, past, and next.
• I can follow my route and explain what I would change, if needed.

Curriculum links

• Geography — using simple maps of the immediate surroundings to identify important school and playground features.
• Geography — communicating where home is and showing a location and route in relation to school or a significant community place.
• Geography — using spatial tools and mapping to communicate location and movement.
• Communication and language practices — explaining ideas clearly and responding to questions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Open with the route challenge slides and show a simple map with a toy figure at the library and a finish point at the playground. Ask, “How could we help the figure get there without getting lost?” The student recalls map symbols, arrows and directional words from previous lessons.

2. 5–12 min · Model a route. Use the same slide deck to model choosing a start and finish, drawing a coloured line, adding numbered arrows and saying the steps aloud: “Start at the classroom. First, go forward. Next, turn right. Last, stop at the gate.” Think aloud about why a route must be clear and safe. The student tracks the route with a finger and helps identify the first, next and last steps.

3. 12–17 min · Rehearse directions. Place a toy figure on a large familiar map or floor map. Give one direction at a time, inviting the student to move the figure and repeat each instruction. Provide the visual instruction step cards as a visual prompt if helpful, selecting cards that support the sequence of actions. Check understanding of start, finish, turn, left, right, forward, past and stop through demonstration rather than written definitions.

4. 17–30 min · Plan a route. Distribute the route planning worksheet. The student chooses two familiar places, labels the start and finish, draws a coloured route with arrows and numbers each step. Prompt with, “Where will you start? Where will you finish? What happens first, next and last?” The student orally rehearses the route before recording it. For a single-student class, confer closely and scribe any words while the student makes the mapping decisions.

5. 30–38 min · Follow and test. The student follows the planned route using a toy figure on the map, or walks it safely in the classroom or playground with teacher supervision. Pause at each numbered arrow and ask the student to explain the next step. If the route does not work, the student changes the line, arrows or instructions and tests it again.

6. 38–43 min · Compare and improve. Return to the route challenge slides and invite the student to create a second route between the same places, if time allows. Discuss which route is shorter, safer or easier to follow, and why. The student communicates one strength and one possible improvement using a sentence stem such as, “My route is easier because…”

7. 43–45 min · Plenary and check. Ask the student to point to the start, finish and arrows, then give the route orally without looking at the teacher’s model. Complete a brief verbal exit check: “Tell me one directional word and explain what it tells someone to do.” Record whether the student can independently meet each success criterion.

Resources

• the route challenge slides
• the route planning worksheet
• the visual instruction step cards
• Familiar classroom, school or playground map
• Toy figure or small movable counter
• Coloured pencils or felt-tip pens
• Floor markers or cones for a safe walking route
• Tablet or audio recorder for oral recording

Assessment

• Observe whether the student selects a sensible start and finish, uses arrows in sequence and applies directional language accurately.
• During route testing, note whether the student can follow each numbered instruction and identify where a route needs changing.
• Use the final verbal exit check and the completed map to record progress against the four success criteria.

Differentiation

• Support: Begin with a two-step route between clearly marked places. Use a first/next/last template, numbered arrows, teacher modelling and verbal rehearsal before any drawing or writing.
• Dyslexia-friendly options: Use large, uncluttered maps, high-contrast coloured route lines, numbered picture instructions and short oral directions. Allow the student to record instructions orally rather than write extended sentences.
• Language support: Pair each directional word with a gesture, symbol or movement. Offer sentence starters: “Start at…”, “First I…”, “Next I…”, and “Finish at…”.
• Extension: Create two routes between the same places and compare them for distance, safety or ease. Explain which route should be chosen and give a reason.

Extension

• Plan a route from the classroom to a significant place in the school or local community, using at least four numbered steps.
• Ask the student to give the instructions while the teacher deliberately makes one mistake, then identify and correct it.