Following Simple Routes

Overview

Duration: 60 minutes
Class size: 14 students (Reception)
Unit: Map Adventures in Essex (Lesson 4 of 6)
Curriculum connection: National Curriculum for England – Geography – Understanding the world: People, culture and communities

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Use simple directional language (left, right, forwards, backwards) to follow and give instructions.
• Recognise simple landmarks within a familiar environment.
• Work cooperatively in pairs to follow a route within the classroom.
• Develop spatial awareness through physical movement and map reading.

These objectives align with:

• Understanding the world: People, culture and communities (EYFS framework - Communication and Language; Physical Development; Understanding the World)
• Geography KS1 National Curriculum - Locational knowledge & Geographical skills (preparing pupils to use simple fieldwork and observational skills)

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Curriculum Links

• EYFS: Understanding the World:
  • Children use their senses and explore the world around them, recognising familiar places and environments.
  • Children develop spatial awareness and positional language.
• KS1 Geography (Year 1):
  • Use geographical vocabulary to refer to simple compass directions (e.g., left, right, forwards, backwards).
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds.
• Physical Development (EYFS): Movement and coordination supporting spatial awareness.

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Resources Needed

• Simple map of the classroom with key landmarks (printed A4 size, 2 per pair).
• Laminated directional arrows (for hands-on guidance).
• Soft floor markers or small cones to mark route points in the classroom.
• Clipboards and pencils for pairs to mark progress on their maps.
• Soft toy ‘Explorer’ as a classroom character to add engagement.
• Visual aids: Flashcards of directional words (left, right, forwards, backwards).
• Whiteboard & marker.

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Lesson Structure

1. Introduction (10 minutes)

• Engagement: Bring out the soft toy ‘Explorer’. Explain: "Explorer wants to find their way around our classroom but needs your help!"
• Recap previous lessons briefly: Discuss simple landmarks around the classroom and recall directional words.
• Explicitly introduce/review directional language: left, right, forwards, backwards. Use flashcards, and demonstrate physically with children moving small steps in these directions.
• Show the classroom map and point out landmarks such as the reading corner, door, window, teacher’s desk.
• Model giving simple instructions: “Explorer, go forwards two steps, then turn right.”

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2. Main Activity: Paired Map Adventure (35 minutes)

• Pair up students (7 pairs). Give each pair a classroom map and a clipboard with a pencil.
• One child will be the “Explorer” who physically moves around the classroom; the other will be the “Navigator” who reads the map and gives directions using directional language.
• Route details (teacher-prepared): Each pair will follow a simple 5-step route around classroom landmarks, e.g.
  1. Start at the teacher’s desk.
  2. Move forwards to the reading corner.
  3. Turn left and step to the window.
  4. Turn right to reach the door.
  5. Return backwards to the starting point.
• Instruct pairs to alternate roles halfway through the activity to ensure everyone practices navigating and exploring.
• Use floor markers for points along the route to help explorers find landmarks physically.
• Teachers and assistants circulate to support pairs and encourage correct use of directional language.
• Pairs tick off each step on their map after completing it.

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3. Group Reflection & Discussion (10 minutes)

• Invite pairs to share experiences:
  • What directions did you give or follow?
  • Was it easy or tricky to find the landmarks?
  • How did you know where to go?
• Reinforce vocabulary by asking children to repeat directions together on the carpet.
• Write key words on the board.
• Highlight teamwork skills and link to spatial awareness.

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4. Plenary: “Explorer’s Map Challenge” (5 minutes)

• As a whole class, create a simple 3-step route on the whiteboard using symbols/landmarks (developed from the classroom map).
• Invite children to come up and describe the route using directional language while the teacher moves ‘Explorer’ accordingly.
• Praise use of new vocabulary and encourage clapping for good teamwork.

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Assessment

• Formative assessment during paired activity: Observe children’s use of directional language, ability to follow a map, and collaboration skills.
• Use a simple checklist:
  • Uses left/right/forwards/backwards correctly.
  • Recognises landmarks and can relate them to the map.
  • Works cooperatively in pairs.
• Record observations to inform next lessons.

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Differentiation

• Support:
  • Provide additional adult support for pairs struggling with directional language.
  • Use a simplified route with fewer steps.
  • Use visual cues like arrows taped on the floor.
• Challenge:
  • Encourage confident pairs to create their own simple route for another pair to follow.
  • Introduce positional language like “near,” “next to,” or “in front of.”

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Cross-Curricular Links

• PSHE: Emphasises teamwork and communication skills by working closely with classmates.
• Physical Development: Involves controlled movement, spatial awareness, and coordination.
• Communication and Language: Develops vocabulary and clarity in giving and following instructions.

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Reflection Notes for Teacher (Post-Lesson)

• Were all children engaged and able to use directional language?
• Did any pair struggle significantly and would benefit from additional support activities?
• Consider adding varied routes or increasing complexity in future lessons to deepen spatial understanding.
• Reflect on group discussion: were children able to articulate their experience confidently?
• Plan to link next lesson with practical outdoor maps or exploring simple plans of the local area in Essex.

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This highly practical and interactive lesson encourages Reception children to confidently use directions and landmarks within a familiar environment, directly supporting the Early Years Foundation Stage and National Curriculum Geography statements on spatial awareness and understanding local surroundings.