Setting Off Pathways

Overview

In this first lesson of Bear Hunt Pathways, students listen to the opening of We’re Going on a Bear Hunt and explore positional language through movement. They build on familiar experiences of location and direction by following and describing a simple pathway around the classroom.

Learning intentions

• WALT use positional words to describe where something or someone is.
• WALT follow and give simple directions for moving around a space.
• WALT notice how changing position changes what we can see and describe.
• WALT listen carefully and work cooperatively with a partner.

Success criteria

• I can show what near, far, next to, beside, on top and under mean.
• I can follow a direction using a positional word.
• I can tell my partner where I am using a positional word.
• I can take turns and move safely.

Curriculum links

• Mathematics and Statistics — spatial thinking and using positional language to describe location.
• Mathematics and Statistics — communicating mathematical ideas using words, actions and representations.
• Mathematics and Statistics — developing mathematical reasoning through playful, challenging problems.
• Mathsteasers — rich mathematical talk and higher-order thinking for advanced learners.

Lesson structure (30 minutes)

1. 0–4 min · Story hook. Teacher gathers students close, introduces the bear-hunt journey and shares the opening of We’re Going on a Bear Hunt, using the story hook slide to show a striking pathway image and ask, “Where might the bear be hiding?” Students listen, join in with repeated actions or words where appropriate, and notice places the group moves through.

2. 4–9 min · Teach positional language. Teacher uses classroom objects and the positional language slides to model near, far, next to, beside, on top and under; demonstrate that “next to” and “beside” describe a similar position. Students copy each action, then show the meaning with a teddy or classroom object—for example, placing it on top of or under a chair.

3. 9–13 min · Check understanding. Teacher gives quick instructions such as “Point to something far from you” and “Stand beside a friend”, checking the difference between near and far and reinforcing safe movement. Students respond with their bodies, explain their choice to a partner, and listen for corrections.

4. 13–23 min · Partner pathway. Teacher places or identifies a simple route from the meeting space to a familiar landmark, such as the classroom door, reading corner or sink. Using the partner pathway recording sheet, teacher models one direction, then pairs take turns: one child follows two or three spoken directions while the other points to or marks the matching positions on the sheet. Students use directions such as “Move near the door”, “Stand next to the bookshelf”, “Go under the table” and “Put the teddy on top of the box”, then swap roles. Teacher circulates, prompts full sentences and adapts the route for safety and confidence.

5. 23–27 min · Describe and compare. Teacher pauses pairs at their landmark and asks, “Where are you now?” and “What are you next to?” Use the pathway talk prompts to support oral responses. Students describe their position to their partner using at least one target word and compare two locations, such as “The door is far from the mat, but the bookshelf is near the mat.”

6. 27–30 min · Movement game and close. Teacher leads “Bear Says”, displaying the movement game and closing slide and calling safe commands such as “Stand next to the chair”, “Go under the table” and “Move near the door”; include a pause signal and remind students to walk. Students act only when the instruction is safe and possible, then share one positional word they used today.

Resources

• We’re Going on a Bear Hunt book or teacher-selected opening
• the positional language and pathway deck
• the partner pathway recording sheet
• Teddy bear or small classroom object
• Chairs, table, box and other safe classroom landmarks
• Open floor space and a clear stop signal
• Pencils or crayons
• Optional masking tape to mark the pathway

Assessment

• During modelling, ask individual students to demonstrate each positional word with the teddy or their body. Note confusion between near/far and next to/beside.
• During partner work, listen for students following directions accurately and describing their position in a sentence. Prompt, “Where are you in relation to the chair?”
• At the end, ask each student to respond to one movement command or tell a partner one sentence beginning, “I am ___ the ___.” Use responses to plan the next lesson’s grouping and vocabulary review.

Differentiation

• Support students with a reduced choice of two words, gesture cues, a teddy to move, and sentence frames such as “I am next to the ___” or “The ___ is under the ___.”
• Pair students thoughtfully and allow a confident speaker to model before a less confident student gives a direction. Rehearse vocabulary with actions and pictures before movement begins.
• For students ready for challenge, invite them to give a partner a three-step route using two different positional words, or ask them to explain whether two descriptions could both be correct.
• Provide a quiet observation or seated alternative for students who find movement difficult. Keep routes uncluttered, use large clear objects, and accept pointing, drawing or home-language responses before recasting in English.