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

Using Maps for Directions

Students practice using simple maps to follow and give directions, developing spatial awareness and understanding of location.

• ACARA Content Descriptions
• AC9HASS1K05

About This Topic

Using maps for directions introduces Year 1 students to basic spatial concepts through simple pictorial maps of familiar places like the classroom, schoolyard, or neighbourhood. Students learn to identify symbols for key locations such as the door, playground, or teacher's desk, and follow directional language like left, right, forward, and back. This builds foundational skills in interpreting maps to navigate from one point to another, directly addressing AC9HASS1K05 by recognising spatial information in everyday contexts.

In the HASS curriculum, this topic connects personal spaces to community places, fostering an understanding of how maps represent real-world environments symbolically rather than literally. Students practice giving and following directions, which develops communication skills and perspective-taking as they describe routes for peers. These activities align with the unit 'Our Places and Spaces' by encouraging students to consider what makes a map clear and useful.

Active learning shines here because maps come alive through movement and collaboration. When students physically follow map directions in treasure hunts or draw their own classroom maps, they internalise spatial relationships kinesthetically. Group discussions about map features reinforce shared understanding and make abstract symbols concrete and memorable.

Key Questions

1. How does a map help you find your way to somewhere you have never been?
2. Can you use a simple map to show someone how to get from one place to another?
3. What makes a map easy to understand and use?

Learning Objectives

• Identify key symbols on a simple map of a familiar location.
• Demonstrate how to follow a sequence of directions (e.g., forward, back, left, right) on a map.
• Create a simple map of a familiar space using basic symbols.
• Explain the purpose of a map in helping people find their way.

Before You Start

Identifying Objects in the Environment

Why: Students need to be able to recognize common objects and features in their surroundings to understand what map symbols represent.

Understanding Basic Spatial Language

Why: Familiarity with terms like 'in', 'on', 'under', 'next to' helps students grasp directional concepts like 'left', 'right', 'forward', and 'back'.

Key Vocabulary

Map	A drawing or plan that shows the position of places, roads, and features of an area. It helps us see where things are.
Symbol	A small picture or shape on a map that represents a real thing, like a tree, a door, or a building.
Direction	The way someone or something moves or is placed, such as forward, backward, left, or right.
Route	A path or way that leads from one place to another. A map can show us the route.

Watch Out for These Misconceptions

Common Misconception

Maps show exactly what places look like from above.

What to Teach Instead

Maps use symbols and simplified views, not photographs. Hands-on map walks around the classroom help students match symbols to real objects, building accurate mental models through direct comparison and peer explanation.

Common Misconception

Directions always start facing north.

What to Teach Instead

Directions depend on your starting position and orientation. Role-playing with compasses or body turns in pairs clarifies relative directions like left and right, reducing confusion through embodied practice.

Common Misconception

All maps work the same way everywhere.

What to Teach Instead

Maps vary by scale and purpose. Creating personal maps of familiar spaces then comparing to school maps in small groups highlights differences, with active sketching reinforcing adaptability.

Active Learning Ideas

Treasure Hunt: Classroom Map Follow

Provide each small group with a simple pictorial map of the classroom marked with a starting point and treasure location. Students take turns reading directions aloud (go forward three steps, turn left) and leading the group to the spot. Discuss successes and adjustments after each hunt.

30 min·Small Groups

Map Drawing: My Desk to Door

Students draw individual maps from their desk to the classroom door, using symbols for furniture and arrows for directions. Pairs swap maps and follow them to verify accuracy. Share maps on a class display for peer feedback.

25 min·Pairs

Direction Relay: Schoolyard Paths

Create a large schoolyard map on the ground with chalk. Divide the class into teams; one student gives oral directions from start to goal while the team follows. Rotate roles and vote on clearest directions.

35 min·Small Groups

Partner Directions: Desk Swap Game

Pairs create secret maps to each other's desks without looking. One partner hides an object at their desk; the other uses the map to find it by following directions. Switch roles and refine maps based on results.

20 min·Pairs

Real-World Connections

• Delivery drivers use maps and GPS to plan the most efficient routes to deliver packages to homes and businesses. They need to understand directions to navigate streets and find specific addresses.
• Theme park visitors use maps to find rides, restrooms, and food stalls. These maps use symbols to show different attractions and paths to follow.

Assessment Ideas

Quick Check

Provide students with a simple map of the classroom. Ask them to point to the symbol for the door and then trace the path from their desk to the door using directional language (e.g., 'go forward two steps, turn right').

Exit Ticket

Give each student a blank piece of paper. Ask them to draw a map of their walk from the classroom door to their desk, using at least two symbols and one directional arrow. They should label their map.

Discussion Prompt

Show students a map of the school playground. Ask: 'What does this symbol show?' and 'How would you tell a new student how to get from the swings to the slide using this map?'

Frequently Asked Questions

How do I introduce simple maps to Year 1 students?

Start with familiar spaces like the classroom. Model reading a pictorial map by walking students through directions to the sink or mat. Use large, colourful maps with clear symbols and practice with choral responses to build confidence before independent use.

How can active learning help students master map directions?

Active learning engages movement and collaboration, making directions tangible. Treasure hunts and relay games let students physically follow and give paths, linking symbols to actions. Group reflections connect experiences to map features, deepening spatial awareness over passive viewing.

What differentiation strategies work for map activities?

Provide pre-drawn maps with fewer symbols for support, or blank templates for extension. Pair stronger readers with visual learners, and offer verbal prompts for directions. Track progress with checklists to adjust scaffolding, ensuring all students build spatial skills.

How do I assess understanding of using maps for directions?

Observe during activities: note accurate following of directions, clear symbol use in drawings, and precise peer instructions. Use simple rubrics for map creation and exit tickets asking students to draw a route home from school gate. Align to AC9HASS1K05 through portfolios of student maps.