Follow the Treasure

Overview

Duration: 30 minutes
Class Size: 30 pupils (Year 1)
Subject: Mathematics
Focus: Geometry – Position and Direction (Key Stage 1)
Curriculum Reference:
National Curriculum (England) – Year 1 Mathematics

Pupils should be taught to describe position, direction and movement, including whole, half, quarter and three-quarter turns.

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Learning Objective

By the end of this session, pupils will be able to use and understand basic directional language to describe movement and position, including forwards, backwards, left, right, and turns (quarter, half, full).

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Success Criteria

• I can follow instructions involving directional language.
• I can describe how something has moved using key vocabulary.
• I can give my own instructions using position and direction words.

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Key Vocabulary

Forward, Backward, Left, Right, Turn, Quarter turn, Half turn, Full turn, Clockwise, Anti-clockwise, Next to, In front of, Behind, Between.

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Resources Needed

• Large classroom floor space or hall
• Floor arrows or masking tape to create a grid path (4 x 4)
• Plastic cones or beanbags
• Toy objects (e.g. small teddy bears)
• Large compass rose cards
• Directional instruction cards
• Optional: pirate hats or explorer props for role-play

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Prior Knowledge

Pupils may already have some informal understanding of left/right and turning during play. This lesson builds on spatial awareness through more formal vocabulary and structured movement.

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Lesson Structure

1. Introduction (5 minutes) – "Wiggle Warm-Up!"

• Gather pupils on the carpet in a semi-circle facing you.
• Begin with a quick movement warm-up using Simon Says:
  • "Simon says, turn to your left!"
  • "Simon says, take two steps forward!"
  • "Now turn right!" (no "Simon says") – reinforces listening and understanding.
• Briefly introduce the key vocabulary with anchor actions. For example:
  • Turn left – turn body 90° anticlockwise
  • Move forward – take a step ahead
  • Quarter turn = 90°, Half turn = 180°, etc.

TIPS: Use a classroom puppet or mascot to over-dramatise "getting it wrong" – pupils love spotting errors!

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2. Main Activity (15 minutes) – "Treasure Trail"

Setup:

• Prepare a 4x4 grid of squares using tape or chalk on the floor.
• Place small toy 'treasure' in one square.
• Split the class into small groups of 5 (6 groups total).
• Assign each group a team mascot (toy animal or card character).

Instructions:

• Explain that pupils will help their team mascot find the treasure by giving clear directional instructions.
• One pupil from each group will be the 'mover', standing at the starting point.
• The rest will take turns giving instructions using full directional language, e.g.:
  • "Move forward two spaces, then turn right. Take one step forward."
• Challenge: Ensure at least one turn is used in each path.
• Rotate pupil roles to ensure all take part.

WOW FACTOR: The treasure chest could contain simple gold-foil stickers or small counters for each group that successfully finds the treasure—add a drumroll for drama!

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3. Plenary (5 minutes) – "Human Maze!"

• Invite volunteers (or the whole class in teams) to become a human grid.
• One pupil is blindfolded (or closes eyes) and becomes the 'robot explorer'.
• The class gives instructions to help guide them to an object or simple reward (e.g. a soft toy or class mascot).
• Use the compass rose cards and get pupils to hold them up when a direction is mentioned.

Questions to reinforce learning:

• "What direction did you turn in?"
• "How many steps forward did you move?"
• "Could you describe that movement using only words?"

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Differentiation

• Support: Use visual cards with pictures of ‘left’ and ‘right’ hands. Provide adult-guidance with teams needing additional scaffolding.
• Extension: Introduce the idea of clockwise and anticlockwise movements using a demo on the board or with bodies turning on the spot.
• SEN/EAL: Use role play, clear visuals, and pairing with supportive peers. Encourage non-verbal participation through pointing, modelling, or miming.

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Assessment for Learning (AfL)

• Observe pupils during group activity – are they using directional terms efficiently?
• Use questioning during plenary to gauge understanding.
• Note: Consider noting progress against names/photos using a clipboard for ease.

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Cross-Curricular Opportunities

• Geography: Link to maps and compass directions.
• PE: Movement and physical coordination.
• English: Speaking and listening, giving and following instructions.

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Follow-Up Activities

• Homework Challenge: Find a route from your bedroom to the front door and draw it with movement instructions.
• Next Lesson (Looking Ahead): Begin using grid references on maps or exploring turns in full rotations through dance/tabletop robots.

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Final Teacher Reflection Prompt

At the end of the session, ask yourself:

• Which pupils used directional vocabulary fluently?
• Who benefitted from physical modelling?
• Was my classroom space flexible enough, or might another environment (e.g. outdoor area) enhance this approach?

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This highly engaging, kinaesthetic-rich lesson aims to transform the way pupils begin to understand directional language, not just on paper—but in the wonderful space around them.