Navigating Our Local Place

Overview

In this first lesson of the nine-lesson unit Mapping, Movement and Transformations, students use positional and directional language to describe locations and pathways. They connect classroom movement with familiar local places, while recognising that navigation involves both traditional and contemporary knowledge.

Learning intentions

• WALT use positional and directional language to describe where objects and places are.
• WALT use north, south, east and west, as well as left, right, forwards and backwards.
• WALT give and follow a clear pathway between landmarks.
• WALT create a simple aerial map of a familiar local place.

Success criteria

• I can use left, right, forwards, backwards and the four main compass points.
• I can give and follow a clear pathway.
• I can describe a location relative to a landmark.
• I can explain why my route is unambiguous.

Curriculum links

• Position and orientation: interpreting pathways and locations using directional language.
• Measurement and spatial reasoning: using distance and landmarks to describe movement.
• Mathematical communication: explaining, representing and checking mathematical ideas.
• Te Mātaiaho Phase 2 Mathematics and Statistics: exploring position, movement and spatial relationships in meaningful contexts.

Lesson structure (55 minutes)

1. 0–5 minutes – Local navigation hook Open with the navigation hook and lesson overview. Show a simple aerial image of a familiar local place and ask: “How could you help someone reach this landmark without pointing?” Introduce position, location, pathway, route and landmark.

2. 5–13 minutes – Compass and movement game Place a compass rose on the floor, with north aligned to the agreed classroom direction. Call out instructions such as “face east”, “take two steps north” or “move forwards, then turn left”. Students move safely around cones or floor markers, then briefly explain how they knew which way to move. Use the compass and movement instructions to display each challenge.

3. 13–20 minutes – Model a clear route Model a route from the classroom door to a landmark using one-step directions for Year 5 and a sequence including turns or distance for Year 6. Think aloud: “The library is north of the hall”; “Walk forwards three metres, turn right, and continue to the gate.” Discuss ambiguity, including unclear words such as “over there”. Refer to the route language practice sheet for examples students will use later.

4. 20–32 minutes – Partner pathway challenge In pairs, one student is the navigator and one is the traveller. Give each pair two prepared stations or classroom landmarks. The navigator gives instructions using compass points, positional language and movement words; the traveller follows without extra pointing. Partners swap roles and then identify any instruction that was unclear. Year 5 students use prepared landmarks and one-step directions. Year 6 students include turns, distances or multiple landmarks and explain how they made the route unambiguous. Display the partner challenge instructions.

5. 32–46 minutes – Create a local aerial map Distribute the local place mapping sheet and ask students to draw a simple aerial map of a familiar place, such as the school, a nearby park, marae, library or beach. They should include a compass rose, at least three landmarks and a pathway between two landmarks. Year 5 students label prepared landmarks and add one-step directions; Year 6 students add turns, approximate distances or several landmarks. Students explain their route to a partner, who checks whether it can be followed.

6. 46–51 minutes – Navigation and place discussion Invite pairs to share one route. Discuss how people use landmarks, stars, environmental features, maps and technology to navigate. Acknowledge traditional and contemporary navigation knowledge, and reinforce that local places, including whenua and culturally significant sites, must be described and visited respectfully. Use the discussion and reflection prompts.

7. 51–55 minutes – Exit ticket and close Students complete the final task on the route exit ticket: describe a route from the classroom to a named landmark using at least two precise directional or positional terms. Collect responses and ask students to self-check: “Could another person follow my route without asking me what I meant?”

Resources

• the complete navigation lesson deck
• the route language and mapping worksheet
• Compass rose cards or a large floor compass
• Cones or floor markers
• Prepared classroom or school-ground landmarks and station cards
• Local map or aerial image
• Clipboards, pencils and metre rulers
• Safe, clearly bounded movement area

Assessment

• Observe whether students use precise terms such as north, south, east, west, left, right, forwards, backwards, near and far during the movement game and partner challenge.
• Listen as partners repeat pathways and identify ambiguity or missing information.
• Use the exit ticket and map to check whether students can locate landmarks and communicate a followable route. Note whether Year 6 students justify why their route is unambiguous.

Differentiation

• Support: provide a visible compass rose, word bank, labelled landmarks, sentence frames such as “The ___ is ___ of the ___”, and allow students to rehearse routes orally before drawing.
• Year 5: use prepared landmarks and one-step directions, with an adult or peer modelling each movement.
• Year 6 extension within the task: require multiple landmarks, turns, approximate distances and an explanation of how the route can be checked.
• EAL/SEN: pair with a supportive peer, use gestures and picture cues, reduce the number of landmarks, and accept spoken, drawn or demonstrated pathways before written recording.