Position Pathways

Overview

This is lesson 4 of 6 in the Shape, Space and Position unit. The student uses positional language to locate objects, follows routes on a simple floor-grid map, and gives clear directions through a shape-themed obstacle route, building on earlier work identifying shapes and describing their features.

Learning intentions

• WALT use positional language to describe where objects are.
• WALT follow and give directions for moving between places.
• WALT use maps, grids and pathways to communicate position.
• WALT explain and check whether a route is accurate.

Success criteria

• I can use words such as above, below, beside, between, near, far, left and right.
• I can follow a route on a map or floor grid.
• I can give clear directions using steps, turns and positional words.
• I can notice and correct a direction that is not accurate.

Curriculum links

• Shape, space and position: describing the location of objects and movement using everyday positional and directional language.
• Mathematics and Statistics: using representations, including maps and grids, to communicate mathematical thinking.
• Mathsteasers: developing higher-order thinking through challenge, reasoning and explaining.
• Key competencies: communicating, thinking, and participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Open with the positional-language hook slides and show a picture of a toy in an unusual place, such as between two chairs; ask, “How could you tell someone exactly where the toy is?” The student describes the picture, then physically demonstrates one or two words such as above, beside or near.

2. 5–12 min · Teach and model. Use the positional-language teaching slides to introduce above, below, beside, between, near, far, left and right, using a toy and two visible objects. Model a sentence such as, “The triangle is beside the square,” and think aloud about giving directions one step at a time. The student repeats, gestures or places the toy to match each instruction.

3. 12–22 min · Floor-grid map. Place a clearly marked 3-by-3 floor grid on the floor and use the floor-grid instructions for the visual prompts. Give instructions such as, “Put the circle above the star,” or, “Place the teddy between the triangle and the square.” The student places the toy or shape, explains its position, and checks it against the instruction. Use arrows or gestures if needed.

4. 22–30 min · Follow a route. Display a simple map showing a starting point, school places and shape landmarks, such as a circle playground and a triangle gate. Trace the first route together, then give two- or three-step directions: “Start at the star. Move right. Go up. Stop beside the circle.” The student follows the route with a counter or finger and describes where they finished.

5. 30–39 min · Direct the teacher. Set up a short, clearly bounded shape-themed obstacle route using floor shapes, hoops or cushions. Show the route instructions on the obstacle-route activity slides. The student directs the teacher through the route using positional words, steps and turns. Deliberately follow one direction incorrectly; the student identifies the error and gives a correction. Give advance notice before changing the route.

6. 39–45 min · Quick map response and reflection. Use the quick map response sheet and the plenary slides. The student marks or places an object on a small map in response to two instructions, then gives one direction from the start to the finish. Ask, “Which word helped you be clear?” and revisit one success criterion.

Resources

• the positional-language and pathway slide deck
• the quick map response sheet
• 3-by-3 floor grid made with tape or hoops
• Small toy, counter or classroom object
• Foam or paper 2D shapes
• Arrow cards or drawn arrows
• Hoops, cushions or floor markers for the obstacle route
• Headphones or a quieter workspace, if required

Assessment

• Listen for accurate use of above, below, beside, between, near, far, left and right during the grid and obstacle activities. Recast unclear language and invite the student to try again.
• Ask the student to correct the intentionally incorrect route and explain what should change. Note whether they can identify position, direction and sequence.
• Use the quick map response as an exit check: the student should correctly follow or show two directions and give one clear route instruction.

Differentiation

• Use a small physical grid, bold uncluttered symbols, clear boundaries, picture-based maps, arrows, gestures and a toy that can be physically moved.
• Provide sentence frames: “The ___ is ___ the ___.” and “Start at ___. Move ___, then ___. Stop ___ the ___.”
• Give one direction at a time before combining steps. Allow the student to demonstrate, point or speak rather than write.
• For an autistic learner, keep the map and route predictable, reduce background noise, offer headphones and give advance notice before changing the route. For dyslexia-friendly access, use spoken directions, simple sans-serif print, large symbols, high contrast and minimal text.

Extension

• Ask the student to give directions with two or more turns, using a sequence such as “first”, “then” and “finally”.
• Invite the student to find and explain an alternative route between the same two places, and compare which route is shorter or easier to follow.