English · Year 1

Active learning ideas

Following Oral Instructions

Active learning works for this topic because children in Year 1 need repeated practice listening to and acting on multi-step oral instructions while staying engaged. Games and partner tasks keep students moving, talking, and comparing results, which strengthens listening stamina and memory far more than worksheet-style listening alone.

• ACARA Content Descriptions
• AC9E1LY01
• AC9E1LY02

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Simulation Game
• 25 min · Whole Class

Simulation Game: Multi-Step Simon Says

Call out instructions like 'Simon says clap twice, jump once, touch your head.' Students follow only if 'Simon says' is first. Rotate student leaders after five rounds to practise giving directions. Discuss what made instructions clear.

What might go wrong if you miss a step when someone gives you instructions?

Facilitation Tip

During Multi-Step Simon Says, pause after each instruction so students have time to process before acting.

What to look for

Teacher gives a series of three instructions, such as 'Stand up, clap your hands three times, and then sit down.' Observe which students complete all steps correctly and note any who miss a step or perform them out of order.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Plan-Do-Review
• 20 min · Pairs

Pairs: Blind Drawing Directions

One partner gives three-step oral instructions to draw a simple picture, such as 'draw a big circle, add two eyes inside, colour the nose red.' The drawer listens without asking questions, then partners compare results and switch roles.

What can you do to help yourself remember lots of steps?

Facilitation Tip

In Blind Drawing Directions, have students use felt-tip pens so their marks are visible from a distance for easy peer comparison.

What to look for

After giving a set of instructions, ask students: 'What was the first thing I asked you to do? What was the second? What happened if you forgot a step?' Use this to discuss the importance of listening to all parts of the instruction.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 30 min · Small Groups

Small Groups: Build It Challenge

Describe a multi-step construction with blocks or paper, like 'take two blue blocks, stack them, add a red triangle on top.' Groups build silently then share what helped them succeed. Extend by having groups give instructions to another.

Can you give clear step-by-step instructions for something simple?

Facilitation Tip

In the Build It Challenge, place all building materials in a central tray to reduce distractions and encourage focused listening.

What to look for

Provide students with a simple drawing activity. Ask them to draw a cat. Then, give two oral instructions for adding details, e.g., 'Draw two triangles for ears on top of the cat's head. Now, draw a long, curved tail.' Check if students followed both steps accurately.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Stations Rotation
• 35 min · Small Groups

Stations Rotation: Action Sequences

Set up three stations with oral instruction cards read aloud: folding paper, sorting colours, simple gestures. Groups rotate, follow steps, record success. Debrief on memory tricks used.

What might go wrong if you miss a step when someone gives you instructions?

What to look for

Teacher gives a series of three instructions, such as 'Stand up, clap your hands three times, and then sit down.' Observe which students complete all steps correctly and note any who miss a step or perform them out of order.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by blending movement with listening and by making errors visible and discussable. Each activity provides immediate feedback through peer comparison or physical products, which research shows strengthens both recall and attention span. Avoid rushing through steps or accepting partial responses; insist on full completion before moving on.

By the end of these activities, students will listen carefully, follow each step in sequence, and check their work against a partner or model. They will speak clearly when giving instructions and show pride in outcomes when steps are followed correctly.

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Watch Out for These Misconceptions

• During Multi-Step Simon Says, students think they can skip steps if they know the game.

  Pause the game after each round and ask partners to compare results. Students who missed steps will see the difference in their posture or actions, prompting them to listen more carefully next time.

• During Blind Drawing Directions, students treat peer instructions as less important.

  After each drawing, ask students to hold up their work for comparison. Seeing peers’ interpretations of the same words motivates students to listen precisely and value each speaker’s instructions.

• During Build It Challenge, students rush through steps to finish quickly.

  Set a checkpoint after the first step. Ask students to freeze and point to where they are, then check with a partner before continuing. This slows pacing and highlights missed details.

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Methods used in this brief

• Simulation Game
• Plan-Do-Review
• Stations Rotation