Expected level of development
Australian Curriculum Mathematics V9: AC9M1SP02
Numeracy Progression: Positioning and locating: P2
At this level, students describe the positional relationship between different objects using relevant spatial language. Support students in learning to describe position, direction and movement.
Provide meaningful contexts for students to apply positional language. Activities such as directing a person to a particular location or programming a push-button robot (for example, Bee-Bots) enable students to practise positional language and giving directions.
Storytelling and literature that incorporate concepts of location and directions create opportunities for students to develop their understandings and explore concepts. A key role for the teacher is to build the connections between stories and images of the world, making explicit the key language.
Teaching and learning summary:
- Give and follow directions to and from a place that involve turns, direction and distance.
- Make explicit terms such as ‘, ‘forward’, ‘under’ ‘right’ and ‘left’ when giving and following directions.
- Look for opportunities to apply directional language in a range of contexts.
There is a natural cross-curricula link to Digital Technologies (ACTDIP004) where students follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.
- give and follow directions (verbal and pictorial)
- give and follow directions, including directions involving turns to the left and right, to move between familiar locations
- interpret a simple diagram or picture to describe the position of an object.
Some students may:
- understand the position of objects but have difficulties grasping how to explain the concept to another person, or interpreting instructions given to them
- understand direction language such as ‘forward’ and ‘backwards’ but confuse 'left' and 'right'
- not understand ‘quarter’ and ‘half’ as their knowledge of fractions will still be developing. Note that quarter-, half- and full-turns are introduced in Year 2
- may need further experiences and a range of activities to embed movement language concepts such as ‘over’ and ‘under'. Ensure that language and usage are correct and appropriate.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
- We are learning about directions.
Why are we learning about this?
- Directions are important when describing how to get from one place to another.
What to do
You are going to give directions to the dog so it can get to some of the things it needs.
Here is one way to describe how the dog can get to the mat:
- Move one square forward.
(This may not be the best idea; the cat is mean so you don’t want the dog in the square next to it!)
- Give the dog directions to the bone, water bowl and doghouse.
- To get to the bone ... ______________________________
- To get to the water bowl ... _________________________
- To get to the doghouse ... __________________________
- How many different ways can the dog get to the bone? List as many ways as you can.
- The dog is going to hide the bone. Follow these directions to hide the bone and put a cross in the box where the bone is hidden.
- The directions from the dog are: Turn left (to face the doghouse), move 2 squares forward. Turn right (to face the water bowl), move one square forward.
- use language such as left and right, up and down, forwards and backwards
- write simple directions.
Please note: This site contains links to websites not controlled by the Australian Government or ESA. More information here.
A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.Go to resource
Using games and storybooks
Games and storybooks are great resources to use in the classroom and are engaging for students.Go to resource
Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.Go to resource
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
Position and direction: position, movement and turns
A guide to exploring and learning about position and direction.Go to resource
Cover the camel
In this resource, students describe their strategies as they use positional language to cover a camel shape with particular pieces.Go to resource
Buzzing with Bee-Bots
Bee-Bot is a push button programmable robot that provides a useful context to reinforce directional language used in programming.Go to resource
By the end of Year 1, students are giving and following directions to move people and objects within a space.
Playground map: an assessment task
In this outdoor task, students draw a simple map of the playground.Go to resource
Position and direction: End of block assessment
Use this set of tasks to assess your students’ understanding of position and direction. Note, however, that students are not expected to know three-quarter turns.Go to resource
Use this task to assist in assessing student knowledge, skills and processes related to drawing a plan showing the position and orientation of objects and positional language they use.Go to resource