This displays the on page 263 of the Student Resource Book.

• You might use this activity to gauge student’s prior knowledge from language used in their descriptions or for revision. For example, do students use left / right, compass directions or clockwise / anticlockwise turns? Do students make reference to landmarks when they describe the path?

This sheet asks students to identify landmarks from compass directions and to describe the route Sophie travels to and from school.

• This activity requires students to imagine themselves inside the map and describe where Sophie should go and what she might see.

This sheet displays the floor plan of a shopping mall. Students are asked to use compass points (NESW) to indicate direction, and numbers of floor tiles to indicate distance walked.

• Make sure that the students locate the compass rose on the map.
• Different paths may be taken for question 5. Encourage students to discuss and give reasons for why some routes may be better choices than others, for example, shorter, less doubling back, going out the same way as they entered.
• You could differentiate the task if necessary for students who are more confident, asking them to indicate distance by counting the number of tiles and using a key and standard unit. For example, the length of 1 tile = 2 metres.

This sheet shows seats in a movie theatre. Students are asked to identify who will sit at each coordinate and to describe a pathway through the theatre.

This displays native trees which are one of the taonga or treasures of the Māori people on a coordinate map. Students are asked to give the coordinates for each native tree.