HASS · Year 1 · Our Places and Spaces · Term 3

Mapping Our School Grounds

Students create simple maps of their school grounds, using basic symbols and directional language.

• ACARA Content Descriptions
• AC9HASS1K05

About This Topic

Mapping our school grounds introduces Year 1 students to basic cartography through creating simple maps of familiar spaces. Students observe their school from different perspectives, such as a bird's eye view, and use symbols to represent features like playgrounds, classrooms, and trees. They practice directional language, such as left, right, forward, and behind, to describe locations and paths. This aligns with AC9HASS1K05, which emphasises understanding places and their features using spatial information.

In the HASS curriculum, this topic builds foundational spatial awareness and representation skills that support later units on community places and Australian landmarks. Students learn that maps are tools for navigation, answering key questions about overhead views, appropriate symbols, and wayfinding for visitors. Collaborative mapping encourages discussion of how maps simplify real-world complexity while maintaining accuracy for practical use.

Active learning shines here because students physically explore the school grounds, sketch from multiple vantage points, and refine maps through peer feedback. These hands-on steps make abstract concepts like scale and symbols concrete, boost confidence in using directional language, and foster ownership of their representations.

Key Questions

1. What would our school look like if you were a bird flying high above it?
2. What symbols could we use on a map to show different areas of our school?
3. How does a map help people find their way around a place they have never been before?

Learning Objectives

• Create a simple map of the school grounds using agreed-upon symbols.
• Identify at least three different features of the school grounds on a map.
• Use directional language (e.g., left, right, forward, behind) to describe the location of features on the map.
• Explain how a map helps someone find their way around the school.

Before You Start

Identifying Common Objects and Places

Why: Students need to be able to recognize and name familiar objects and locations within their school environment before they can represent them on a map.

Basic Drawing Skills

Why: Students require foundational skills in holding a pencil and making marks to create visual representations on paper.

Key Vocabulary

Map	A drawing or plan that shows where things are in a place, like a school or a park.
Symbol	A small picture or shape used on a map to represent something else, like a tree or a building.
Bird's eye view	Looking at something from high up, as if you were a bird flying in the sky.
Directional language	Words we use to tell someone how to get somewhere, such as 'turn left' or 'go straight ahead'.

Watch Out for These Misconceptions

Common Misconception

Maps are photographs taken straight down from above.

What to Teach Instead

Maps use symbols and simplified shapes, not photos. Outdoor sketching from high points helps students see how real views translate to flat representations. Peer comparisons during sharing reveal distortions and encourage adjustments.

Common Misconception

Symbols can be anything without agreement.

What to Teach Instead

Maps need consistent symbols for clear communication. Station activities where groups invent and vote on symbols build consensus. Discussions highlight why shared keys prevent confusion in navigation tasks.

Common Misconception

Directional language is fixed and doesn't change with viewpoint.

What to Teach Instead

Directions are relative to the observer's position. Guided walks with role reversals let students experience shifting perspectives. Recording and testing peer directions reinforces flexible use of terms like left and right.

Active Learning Ideas

Outdoor Exploration: Bird's Eye Sketches

Take students outside to view school grounds from high points like stairs or playground equipment. Have them sketch quick bird's eye views on clipboards, noting major features. Back in class, discuss and label sketches with simple words.

30 min·Pairs

Stations Rotation: Symbol Creation

Set up stations with materials like crayons and paper for inventing symbols: one for buildings, one for green spaces, one for paths. Students draw and label three symbols per station. Groups share inventions for class agreement on common symbols.

45 min·Small Groups

Whole Class: Directional Walk

Lead a school grounds walk using directional language: 'Turn left at the tree, go forward to the gate.' Students follow and then guide peers back using their own instructions. Record paths on a large class map.

35 min·Whole Class

Individual: Personal Map Polish

Students create final maps using agreed symbols and add a key. They include a path from classroom to a chosen spot with directional notes. Display maps for a gallery walk with peer comments.

40 min·Individual

Real-World Connections

• Cartographers create maps for city planners to show where new roads, parks, and buildings should go, helping people navigate and understand urban development.
• Theme park designers use maps with clear symbols and paths to help visitors find rides, restrooms, and food stalls, ensuring a smooth and enjoyable experience.
• Emergency responders, like firefighters and paramedics, use maps to quickly locate addresses and navigate unfamiliar neighborhoods during critical situations.

Assessment Ideas

Quick Check

As students draw their maps, circulate and ask: 'What does this symbol mean?' or 'How would you tell someone to walk from the classroom to the playground using your map?'

Exit Ticket

Provide students with a blank piece of paper. Ask them to draw one symbol for a school feature (e.g., a tree, a door) and write what it represents. Then, ask them to write one sentence explaining why maps are helpful.

Discussion Prompt

Gather students and show a simple map of the school. Ask: 'If you were a new student, how would this map help you find the library?' Encourage students to point to features and use directional words.

Frequently Asked Questions

How do I introduce bird's eye view mapping to Year 1 students?

Start with familiar activities like lying on the floor to view a table from below, then progress to playground high points for school grounds. Use picture books showing aerial photos. Students sketch immediately after observations to capture the overhead perspective, building intuitive understanding before symbols.

What basic symbols work best for school grounds maps?

Simple shapes like rectangles for buildings, green blobs for grass, wavy lines for paths, and circles for trees suit Year 1. Co-create a class symbol key after exploration. This ensures symbols match student drawings and supports consistent use across maps.

How can active learning improve mapping skills in HASS?

Active approaches like outdoor walks, paired sketching, and symbol stations engage kinesthetic learners and make spatial concepts tangible. Students test maps by guiding peers, revealing errors through real navigation. This feedback loop strengthens directional language and symbol accuracy far beyond worksheets, while boosting collaboration and confidence.

How do I assess student maps against AC9HASS1K05?

Look for use of basic symbols, directional labels, and a key on maps. Observe participation in explorations and ability to explain paths verbally. Use checklists for features like playground inclusion and rubrics for clarity. Portfolios of drafts to finals show growth in spatial representation.