# Week 22 · How do we find our way?

**Five 35-minute integrated blocks, Foundation / Queensland Prep · teacher draft.** Use with [English Days 106–110](../english/term-3/weeks-21-22/LESSONS.md) and [mathematics Days 106–110](../mathematics/term-3/weeks-21-22/LESSONS.md). The main model is an [invented six-space paper map](../mathematics/term-3/weeks-21-22/paper-position-map.svg) with a [complete text/tactile alternative](../mathematics/term-3/weeks-21-22/MATERIALS.md). These are routes for a paper visitor, not directions for a child to leave a supervised area, use public roads or replace an evacuation procedure.

**Prepare:** large star/book/cup/box symbols and a moveable visitor, Start/First/Next cards, a mat that states page orientation and a second blank grid. If a familiar **real classroom** route is locally approved, pre-walk it with the supervising adult, keep all children in a safe bounded area and allow a seated paper route instead. Never publish a precise school or child location. A direction works only relative to a named reference and agreed viewpoint; a changed map calls for a changed direction.

**Schedule:** run the Day 110 group rehearsal after the separate English and mathematics held-out checks so the first responses remain interpretable. Those checks use different maps from this guide.

| Day | Thirty-five-minute route | Evidence and teaching response |
| ---: | --- | --- |
| **106 · Start and stop** | **5 min** agree that the paper map is imaginary; **7 min** read/star/book/cup/box positions aloud or tactilely; **8 min** teacher models star → book → cup with a pause; **10 min** each child moves or directs a visitor and says first/next stops; **5 min** ask what needs naming before “go there.” | Record first and next separately. If child jumps to the final object, model only the first leg, then use a different destination. English listening and maths location records remain distinct. |
| **107 · Beside, below, between** | **5 min** place book between star and cup; **7 min** child says what the book is between, naming both; **8 min** show box below book on the page; **10 min** move one symbol and ask which relation remains true; **5 min** child makes a new reference-rich sentence. | “Below” without “the book” is incomplete for the target. Use a tactile line or vertically aligned large cards. Do not claim left/right is universal when the viewer turns the page. |
| **108 · Give a usable route** | **5 min** revisit Start/First/Next; **7 min** teacher models a star → book → box route with two distinct legs; **8 min** child plans a different two-leg route on paper; **10 min** a willing partner/adult follows exactly what was said, signed or selected; **5 min** child adds a missing reference if endpoint differs. | Preserve the first instruction and revision, not a polished adult script alone. A child who directs another person's hand still controls the route. |
| **109 · Map change and safety** | **5 min** teacher moves the cup picture; **7 min** children compare before/after map; **8 min** discuss why an old route can become unclear and why real safety routes need adult-approved current information; **10 min** child revises a paper route and tests it; **5 min** name the changed relation. | Keep original and changed paper layouts. If a real class-room exploration is approved, teacher supervises and records only a general relation, not a shareable plan of entrances or addresses. |
| **110 · Tell someone how to check** | **5 min** use a new **practice** blank grid, separate from the held-out subject assessments; **7 min** child chooses three symbols and labels start/first/next; **8 min** child gives a two-leg route; **10 min** listener follows and reports endpoint; **5 min** child revises or explains why no revision is needed. | This group rehearsal is **not** the fresh English or maths Day 110 check; those have different hidden maps. Keep one child-controlled instruction and listener result to guide later integrated work. |

**Proposed national links:** AC9MFSP02 for position/location relative to named people/objects in a familiar space, AC9EFLY02 and AC9EFLY07 for listening, interaction and a short communicated route, and AC9HPFM02 only if locally approved safe movement is taught and observed. The paper-only option supports the other goals but does not evidence the physical movement code. Exact Foundation code/year checked in the [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026; pinned SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. These are **partial** teaching links, not endorsement or a local syllabus decision.

**Access and dignity:** paper, tactile, spoken, signed, AAC, enlarged or digital map; quiet adult partner; child-directed placement; movement-free route. Repeat a direction when needed and log the repeat. Check hearing/vision/motor access with learner and relevant specialist before interpreting an error. No learner needs to disclose a home address, personal travel pattern or safety event. Store child evidence privately under school policy.

Original map activity and guide © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. ACARA material retains its own terms. Human educator, safety, access and local syllabus review pending.