Position and Direction

Overview

Lesson 9 of 15 in the unit Shapes, Space and Reasoning. In a group of five, learners use positional language, grid references and quarter- and half-turns to locate shapes and communicate movement routes accurately.

Learning intentions

• WALT use positional language to locate and describe shapes.
• WALT follow and give visual instructions on a grid.
• WALT use grid references, arrows and turns to communicate a route.
• WALT explain how we know a route is accurate.

Success criteria

• I can locate a shape using a grid reference.
• I can use above, below, beside, left and right accurately.
• I can follow and give a sequence of movements, including quarter- and half-turns.
• I can check whether another person followed my route correctly.

Curriculum links

• Position and orientation: describe, follow and communicate movement and location using familiar maps, grids and directional language.
• Geometry: recognise and describe turns, direction and the movement of shapes.
• Mathematical communication and reasoning: explain strategies, listen to others and justify whether a route is accurate.
• Key competencies: thinking; using language, symbols and texts; relating to others.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and visual warm-up Open with the visual introduction slides. Show a simple grid with a hidden shape and ask: “How could you tell someone exactly where it is without pointing?” Invite learners to demonstrate above, below, beside, left and right using hand signals or signed instructions.

2. 5–15 minutes – Teach the language Use the positional language and turns slides to model a labelled 4-by-4 grid. Agree how rows and columns are named, then locate a shape using a grid reference. Model a quarter-turn clockwise, quarter-turn anticlockwise and half-turn, using an arrow or shape that visibly changes direction. Keep the whole grid visible to all learners and pause for visual checks.

3. 15–25 minutes – Guided movement game Make a large floor grid using tape or hoops. Place a shape icon on one square and ask learners to give one movement instruction at a time, such as “move right two squares” or “turn a quarter-turn clockwise”. One learner moves a counter while the others check the route. Rehearse instructions in pairs using pointing, arrows and agreed signs before speaking or signing to the group.

4. 25–42 minutes – Partner route challenge Distribute the grid route planning worksheet. Learners work in pairs, with one learner creating a route and the other following it on the grid. Routes should include a starting grid reference, at least four movements and one quarter- or half-turn. Partners swap roles and mark the route with arrows. The teacher circulates, prompting: “Where are you starting?”, “Which direction are you facing?” and “How will your partner know?”

5. 42–52 minutes – Create and test Each learner creates a short route for a partner. Encourage precise instructions, such as “from B3, move left one square, then make a half-turn”. Partners follow without the creator pointing to the destination. If the route is unsuccessful, learners identify which word, turn or grid reference needs changing rather than simply correcting it.

6. 52–57 minutes – Share and reason Open the discussion and checking slides. Invite two learners to demonstrate a route. The group checks each instruction visually and explains any ambiguity. Discuss why “go over there” is less useful than a grid reference and a clear sequence of movements.

7. 57–60 minutes – Exit check On the final section of the reflection and exit task, learners draw or write a route from a given starting square, including one turn. Each learner shows or signs one positional word they used. Collect the sheets for assessment.

Resources

• the visual introduction slides
• the grid route planning worksheet
• Large floor grid made with tape, hoops or a tiled floor
• Shape icons or counters
• Directional arrow cards or arrows drawn on card
• Whiteboard and markers
• Accessible visual timetable and clearly visible grid
• Optional tablet or camera for recording routes

Assessment

• Observe whether learners locate shapes correctly and use above, below, beside, left and right consistently.
• Listen to or watch instructions for accurate sequencing, grid references and quarter- or half-turns.
• Review the worksheet route and exit task for a clear starting point, logical movements and successful communication.
• Note whether learners can identify and repair an unclear instruction.

Differentiation

• Provide a large floor grid, high-contrast shape icons, arrows and visual or signed instructions. Ensure every learner can see the whole grid before movement begins.
• For support, use a smaller 3-by-3 grid, one movement at a time, simplified routes and a visual word bank. Allow paired rehearsal before sharing.
• For learners who need language support, model each term physically, pair it with a symbol or gesture, and accept pointing, drawing, signing or oral responses.
• For advanced learners, require routes with several turns, changes of direction and a return to the starting point. Ask them to write two different accurate instruction sequences for the same route.