Maps and Pathways

Overview

This is the final lesson in Pathways Through Our World. Children consolidate learning about position, direction, distance and turns by creating, representing and explaining a pathway in a real or imagined place.

Learning intentions

We are learning to:

• use mathematical language to describe location and movement
• follow and give directions using forward, backward, left and right
• create a pathway using landmarks, arrows, pictures and simple maps
• explain how another person can check or follow our map

Success criteria

• I can show where a pathway starts and finishes.
• I can use landmarks, arrows, steps and turns to describe a route.
• I can draw or build a pathway that someone else can follow.
• I can explain my mathematical thinking.

Curriculum links

• Geometry, Phase 1: use pictures, diagrams and simple maps to describe and locate positions and communicate pathways.
• Number, Phase 1: count forwards and backwards, recognise counting patterns and use numbers to describe distance in steps.
• Mathematical language and communication: represent ideas with actions, pictures, symbols and spoken explanations.
• Key Competencies: thinking; using language, symbols and texts; managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–10 min · Number warm-up. Teacher leads the daily calendar, then uses a number line or collections for Number of the Day, counting patterns and Jack Hartmann Count to 120. Children count, identify patterns and show the number using fingers, objects or jumps. Briefly connect counting to measuring a route in steps. Open with the calendar and counting slides.

2. 10–20 min · Model a pathway. Teacher displays a simple classroom, playground or treasure-island map with a start, finish, landmarks and arrows. First physically walk the route, then draw it, thinking aloud: “Start at the door, walk forward four steps, turn left and move towards the tree.” Ask: “Can you explain your pathway?”, “Which landmark helps us?” and “How could someone check this map?” Children act out the route with a partner and identify the start, finish, direction and useful landmarks. Use the pathway modelling and discussion slides.

3. 20–45 min · Group pathway challenge. Teacher places cones, hoops, blocks, toy animals and classroom or playground landmarks to create routes for seven groups of four. Give each group a teacher-designed route to follow first. Children describe the route using forward/backward, left/right, steps, near/far and turns. Each group then creates a new route around the equipment or practical school location, agrees on a start and finish, and prepares instructions for another group. Refer to the pathway map planning sheet for the drawing area, start and finish prompts. Revisit the challenge instructions and question slides as groups work. Circulate and ask: “Where is the start?”, “What landmark will help?”, “How far does the object move?”, and “What direction should the traveller go?”

4. 45–55 min · Independent or small-group representation. Teacher supports children to record and explain their pathway, using the planning sheet, large paper, grid paper, arrows and picture symbols. Year 0 children draw or place pictures for a start, finish and one landmark, then explain the route orally. Year 1 children draw a simple map with arrows and give two or three instructions. Year 2 children create and interpret a multi-step map using landmarks, distance in steps, and half- or quarter-turns; they justify why their route works. Children swap maps with a partner and try to follow the instructions without pointing. A teacher-prepared treasure-map example may be shown on the representation examples.

5. 55–60 min · Partner reflection and share. Teacher invites children to explain their map to a partner and demonstrate one instruction, then asks: “Could someone else follow your map without you pointing?” Children share one successful feature and one improvement, using the words start, finish, landmark, route, direction, distance or location. Close with the reflection and exit questions.

Resources

• the complete maps and pathways slide deck
• the pathway map planning sheet
• Large paper, grid paper and whiteboards
• Markers, crayons, arrows and picture symbols
• Masking tape, cones, hoops and blocks
• Toy animals or other travellers
• Classroom, playground or school landmarks
• Simple map or treasure-map examples

Assessment

• During the practical challenge, use a checklist to record whether each child can describe position, follow and give directions, use forward/backward and left/right, describe distance in steps, make quarter- and half-turns, and create a multi-step pathway.
• Check each child’s representation and oral explanation for a clear start, finish, landmark, route and suitable arrows or symbols.
• Listen for mathematical thinking during the partner reflection: can another child follow the map without teacher pointing? Record evidence against the end-of-unit checklist: describes position; follows and gives directions; uses direction and distance language; creates and represents a pathway; explains thinking.

Differentiation

• Support Year 0 children with a shorter route, one landmark, large picture symbols, physical demonstration and sentence starters such as “Start at…” and “Go to…”.
• For children needing additional support, use picture arrows, masking-tape pathways, a peer model and repeated oral rehearsal. Reduce the number of turns, then reassess through movement and explanation.
• Year 1 children follow and represent two- or three-step routes before adding distance or a turn.
• Year 2 children independently combine direction, distance and half- or quarter-turns, interpret another child’s map and explain their route choices. Allow children to dictate instructions, draw collaboratively or demonstrate instead of writing where needed.