AC9M1SP02_E1
Interpret and follow directions around familiar locations using words such as forwards, backwards, straight ahead, left and right, and understand why clear directional language is important.
About This Year 1 Maths Topic
Direction and position activities help students describe how people and objects move through familiar spaces.
In this unit, students use words such as forwards, backwards, straight ahead, left, right, first, second, beside, before and after to describe movement and location.
Students interpret and give clear directions, create simple algorithms and role-play robots that follow one instruction at a time.
They also use ordinal and positional language to arrange people within a line and describe familiar journeys across Country/Place.
These activities support the Australian Curriculum Version 9.0 content descriptor AC9M1SP02 and its associated elaborations.
Australian Curriculum Alignment
AC9M1SP02
Give and follow directions to move people and objects to different locations within a space.
AC9M1SP02_E2
Create and follow an algorithm made of step-by-step instructions to move an object or role-play robot from one location to another.
AC9M1SP02_E3
Follow directions to move people into different positions within a line using ordinal and positional language, including lining up in height order.
AC9M1SP02_E4
Describe a familiar journey across Country/Place using directional language.
Learning Intentions
Students will learn to:
- understand and use directional language;
- follow instructions using forwards and backwards;
- turn left and right correctly;
- move straight ahead to a stated location;
- give clear directions to another person;
- create a simple sequence of movement instructions;
- follow an algorithm one step at a time;
- use ordinal and positional language in a line;
- describe familiar journeys and routes;
- explain why precise directions are important.
Student Success Criteria
I can follow forwards and backwards instructions.
I can turn left and right.
I can move straight ahead.
I can give clear directions.
I can follow one instruction at a time.
I can create a simple algorithm.
I can use first, second and third.
I can describe where someone is in a line.
I can describe a familiar journey.
I can explain my reasoning.
Key Vocabulary
direction
position
location
forwards
backwards
straight ahead
left
right
turn
move
step
algorithm
instruction
first
second
third
beside
between
Teacher Guide
Recommended Materials
- direction arrow cards;
- left and right wristbands or stickers;
- floor grids or masking-tape pathways;
- cones, hoops and classroom landmarks;
- toy people, animals or vehicles;
- robot role-play cards;
- simple maps of familiar places;
- ordinal number cards;
- position word cards;
- mini whiteboards and markers;
- journey picture cards;
- authoritative First Nations Country/Place resources.
Suggested Teaching Sequence
- Introduce forwards, backwards and straight ahead.
- Teach left and right using body-based cues.
- Follow one-step movement instructions.
- Combine instructions into short routes.
- Practise giving directions around familiar spaces.
- Introduce algorithms as ordered instruction sets.
- Role-play robots that move only when instructed.
- Use ordinal and positional words in line-up activities.
- Represent and describe familiar journeys.
- Encourage students to check, improve and explain directions.
Teacher Questions
- Which direction should you move first?
- What does straight ahead mean?
- How do you know which side is left?
- What happens after this instruction?
- Are the directions in the correct order?
- What would happen if one step were missing?
- Who is third in the line?
- Who is standing between these two people?
- How can you describe the route clearly?
- Where should the robot stop?
- Could the directions be shorter or clearer?
- What landmarks help describe the journey?
Common Misconceptions
Confusing left and right
Use consistent body cues, wristbands or the “L” shape made with the left hand before moving to map-based directions.
Giving vague instructions
Replace words such as “go there” with precise directions that include movement, number of steps and a landmark.
Following instructions out of order
Number each instruction and have students complete one step before reading the next.
Turning instead of moving
Explicitly distinguish between turning to face a direction and moving forwards in that direction.
Confusing ordinal position with quantity
Explain that third tells where someone is in an order, not how many people are present.
Year 1 Directions and Position Activities
Activity 1: Follow the Arrow Path
Arrange arrows on the floor showing forwards, backwards, left and right.
Students follow the route and describe each movement aloud.
Curriculum connection: AC9M1SP02_E1
Activity 2: Classroom Direction Hunt
Give directions to familiar classroom locations using landmarks and clear movement words.
Students follow the route and identify the destination.
Curriculum connection: AC9M1SP02_E1
Activity 3: Left or Right?
Call out body movements such as raise your left hand, turn right or step left.
Gradually combine instructions into short sequences.
Curriculum connection: AC9M1SP02_E1
Activity 4: Robot Algorithm Game
One student acts as a robot and moves only when another student gives a precise instruction.
The class checks whether the instructions reach the target.
Curriculum connection: AC9M1SP02_E2
Activity 5: Code the Toy
Place a toy on a floor grid and create arrow-card instructions to move it to a destination.
Students test, debug and improve the algorithm.
Curriculum connection: AC9M1SP02_E2
Activity 6: Missing Instruction
Show a route with one missing step. Students identify and insert the instruction needed to complete the journey.
Discuss how one missing step changes the result.
Curriculum connection: AC9M1SP02_E2
Activity 7: Line-Up Challenge
Students line up by height and use first, second, third, before, after, beside and between to describe positions.
Change the order and repeat with new instructions.
Curriculum connection: AC9M1SP02_E3
Activity 8: Position Swap
Give instructions such as “The fourth person moves beside the first person” or “Swap the second and fifth positions.”
Students describe the new line order.
Curriculum connection: AC9M1SP02_E3
Activity 9: My Familiar Journey
Students draw a simple route between two familiar places and describe the journey using directional language.
Include landmarks that help make the directions clear.
Curriculum connection: AC9M1SP02_E4
Activity 10: Journey Across Country/Place
Use an appropriate, authoritative resource to explore a familiar journey described through Country/Place.
Discuss landmarks, direction and the importance of local knowledge when describing routes.
Curriculum connection: AC9M1SP02_E4
Differentiation
Support
- begin with one-step directions;
- teach forwards and backwards before left and right;
- use coloured wristbands for left and right;
- provide large floor arrows;
- use familiar classroom landmarks;
- limit algorithms to two or three steps;
- provide ordinal number cards;
- model each direction before independent practice;
- allow students to point or demonstrate orally.
Extension
- create longer multi-step algorithms;
- include obstacles and alternative routes;
- compare two possible paths to the same destination;
- debug an incorrect instruction sequence;
- write directions for another student to test;
- use simple grid coordinates where appropriate;
- combine ordinal and directional language;
- design a classroom treasure hunt;
- explain why one route is clearer or more efficient.
Mathematical Sentence Starters
Move _____ steps forwards.
Move _____ steps backwards.
Turn left at _____.
Turn right after _____.
Keep going straight until _____.
The first instruction is _____.
Next, the robot should _____.
The missing step is _____.
_____ is third in the line.
_____ is beside _____.
_____ is between _____ and _____.
The journey starts at _____.
I know because _____.
Assessment Ideas
Observe whether the student can:
- understand forwards, backwards, left and right;
- follow one-step and multi-step directions;
- give clear directional instructions;
- use landmarks appropriately;
- create a simple movement algorithm;
- follow instructions in the correct order;
- identify and correct an incorrect step;
- use ordinal and positional language;
- describe a familiar journey;
- explain why directions are effective.
Quick Exit Ticket
- Choose a classroom destination.
- Write or say three movement instructions.
- Ask a partner to follow them.
- Explain one change that would make the directions clearer.
Printable Teacher and Student Resources
Use the buttons below to open the available AC9M1SP02 teaching materials and printable activities in a new browser tab.
Main Worksheets
Worksheet Cover
Movement and Location Printables
Directional Language and Movement
Following Directions in Familiar Places
Robot Algorithm Directions
Robot Follow the Instructions Game
Ordinal and Positional Language
Line-Up and Position Activities
Country/Place Journey Directions
First Nations Directional Language
Resources open in a new tab. Browser PDF settings may affect whether a file opens in the browser or downloads.
Home Learning Ideas
Families can practise directions during walks, household tasks, toy play and simple treasure hunts.
Use familiar landmarks and ask the child to give or follow instructions using forwards, backwards, left, right and straight ahead.
Ask questions such as:
- Which direction should we move first?
- Should we turn left or right?
- What happens next?
- Can you give me three steps to follow?
- Where should the toy stop?
- Who is second in the line?
- Who is standing beside you?
- What landmark comes before the turn?
- Can you describe the journey home?
- How could you make the directions clearer?