|Programme of Study statements
|Describe position, directions and movements, including half, quarter and three-quarter turns.
Create a display with a selection of shapes attached by split pin fasteners; each day, rotate the shapes and talk to the children about the changes.
Activity B - Robotic toys
Allow the children to design and set up a ‘maze’, through which they can direct each other or a floor robot, with clear instructions. Set out cards numbered 1-12 on the floor in a circular arrangement to imitate a clock. A floor robot can be programmed to travel to a specific number on the ‘clock’, e.g. ‘3’. Children can predict where it will end up next, if programmed to make half a turn before travelling forwards for example.
Activity C - Barrier games
Children work in pairs with a ‘barrier’ between them (e.g. a large book standing upright), so that they cannot see what their partner is doing. Both children are provided with a small number of interlocking cubes. Child A has to make a model, explaining verbally exactly how they are doing this; Child B has to try to make the same model, following these instructions. Once the models are completed, the barrier is removed and children compare their models.
Activity D - Treasure hunts
Get the children to hide a ‘treasure’, somewhere in the room or playground, and then ask them to give each other clues as to where to go, to get closer to the treasure.
They could also try to find the treasure on a large floor grid in which each square is marked off – begin with a 5 x 5 square labelled A-E and 1-5. ‘Child A’ steps in the square where s/he thinks the treasure might be hidden. ‘Child B’ (who has hidden the treasure) has to work out how far away this first child is, using only vertical or horizontal steps, or a combination of both. They can be given a whiteboard to record the fact that s/he is ‘2 steps away’. A second child is invited to take up a position of their choice, on this grid, with reference to this information, possibly after discussing the various possibilities. The hunt goes on, and more children join the grid, until the ‘treasure’ is found.
Children can also then make their own treasure maps on paper, using a similar grid system and adding in their own individual illustrations of a ‘treasure island’. This can also be extended to a ‘battleships’ type barrier game, where one child positions their ship on one side of a grid, unseen by the second child and s/he has to decide where to place her/his ship.
‘Movement and Position in Key Stage 1’ is a collection of activities from Nrich, designed to enable the children to explore shapes, movement and position in enjoyable ways.