Directions and Maps

Lesson Overview

Duration: 50 minutes
Class size: 12 students
Setting: Special Educational Needs (SLD) class in a special school
Subject: Geography
Focus: Understanding and using directional language (left, right, forwards, backwards) through maps and movement

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National Curriculum Links (England)

• Key Stage 1 Geography Programme of Study:
  • Locational Knowledge: Children use simple compass directions (North, South, East, West) and positional language to describe the location of features and routes on a map.
  • Geographical Skills and Fieldwork: Use simple fieldwork and observational skills to study the geography of the school and its grounds.
• Communication and Language Development (particularly relevant to SLD learners): Focus on listening carefully and responding appropriately to instructions.

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Learning Objectives (LOs)

LO1: I can understand and use directional language: left, right, forwards, backwards (geographical vocabulary).
LO2: I can listen carefully to directions and repeat them.
LO3: I can follow directions accurately to move and/or place objects on simple maps.

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Resources Needed

• Large floor map (a simple map of the classroom or playground with clear paths and landmarks)
• Direction cards (with arrows and words: Left, Right, Forwards, Backwards)
• Small toy figures or counters
• Tape to mark start points on floor
• Whiteboard & marker for visual aid
• Audio instructions recorded with clear directions (optional for reinforcement)
• Visual timetable and symbol cards to support understanding
• Headphones (optional for focused listening)

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Lesson Structure

1. Engagement and Introduction (10 minutes)

• Gather students in a circle with visual timetable displayed. Use clear symbols to show the lesson flow.
• Introduce directional language using real actions: teacher models turning left, right, stepping forwards, backwards slowly, clearly naming each action.
• Use simple clear phrases: “I step forwards”, “I turn right”. Encourage children to imitate.
• Show direction cards (left, right, forwards, backwards) and hold them up as actions are performed.

2. Listening and Repeating Directions (8 minutes)

• Give simple one-step directions aloud (e.g., “Step forwards.” “Turn left.”).
• Students repeat the direction verbally and perform the action on the spot.
• Use positive reinforcement and visual prompts as needed.
• Gradually increase to 2-step instructions once confidence grows (“Step forwards, then turn right.”)
• Use a soft "listening bell" sound to refocus attention before each instruction.

3. Following Directions on a Map Activity (15 minutes)

• Lay a large simple floor map on the carpet showing 4-5 basic landmarks (classroom areas, garden, door, table).
• Choose a starting point marked with tape—children will place a toy figure here.
• Give step-by-step directions for moving the figure on the map (e.g., “Move forwards to the door,” “Turn left and move forwards to the table”).
• Children repeat instructions aloud before moving the figure.
• Rotate turns so all children have a chance to listen, repeat and follow directions using their toy figure.
• Provide extra adult support where needed. Visual cards available for independent learners.

4. Physical Direction Game (10 minutes)

• Set up a small obstacle course or path in the classroom or playground.
• Call out directions clearly ("Step forwards," "Turn right," etc.) and have children move according to instructions.
• Students can take turns leading the group using direction cards to give instructions to peers.
• Use praise and reward stickers to celebrate successful listening and movement.

5. Recap and Reflection (7 minutes)

• Sit back in the circle for a calm moment.
• Use a “direction detective” game: show a direction card, children say the word and do the action once more.
• Ask simple questions to check understanding: “What direction is this?” “Which way do I turn if I say right?”
• End with a visual reward chart and verbal praise: “Well done for listening and following directions today!”

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Assessment and Differentiation

• Formative Assessment: Observe and note individual student responses during listening, repetition, and map-following activities. Look for ability to understand, repeat, and physically follow directional words.
• Use a simple checklist based on LOs to track progress weekly.
• Differentiation:
  • Use simpler one-step instructions for some learners; two steps for others.
  • Provide visual supports, gestures, and physical prompts for those who need more concrete cues.
  • Encourage peer support and paired work.
  • Use headphones and recorded instructions for learners who focus better with auditory clarity.

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Extension Ideas (If time permits or for follow-up lessons)

• Create a simple paper map of the classroom and have children draw arrows using directional language.
• Use technology (tablet apps) with interactive directional games incorporating left/right, forwards/backwards vocabulary.
• Introduce basic compass points (N, S, E, W) as an enrichment for more able learners.

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Teacher Notes

• Maintain a calm, structured environment to support SLD learners.
• Use clear and consistent language, paired with visuals and actions.
• Reinforce positive behaviour and engagement frequently.
• Be prepared to adapt pace and style based on daily student needs.

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By focusing on active listening, physical movement, and simple map interaction, this lesson aligns with the National Curriculum whilst supporting communication and spatial awareness foundational to Year 1 Geography.