Substrand	Location
Purpose	Predicting shapes Making maps Describing paths Reasoning
CSF level suggested	1–2
Equipment	Lego or Duplo base board and blocks made into simple model landscape with path, Duplo man

The Task

The teacher had prepared a simple model landscape using Duplo blocks on a baseboard. Masking tape lines had been laid on the baseboard to form a 4 x 4 grid. The landscape showed a block path leading through a wall with a window, across a bridge, and across a small barrier. Several plastic trees were positioned on the grid and a Duplo man was placed at the 'start' of the path.

Students were asked to examine the model from all sides and then draw the landscape as a map. They were also to give instructions for moving the Duplo man along the path from start to finish.

Look For

• ability to draw the grid (if included)
• ability to place features correctly on the grid
• number of landscape features shown
• ways of drawing features: plan ('bird's eye') views or side elevations
• ability to give a sequence of instructions
• clarity of instructions

Christian (Year Prep) used a ruler to form grid lines, resulting in a 5 x 4 grid (instead of 4 x 4). He carefully drew a path showing some width and features (window, steps, bridge). His mapping alternated between plan drawing of the path and side elevations of the window, steps and bridge. He showed the right turn correctly but not the left turn, and the three trees were shown, but not in their correct positions. His instructions were general: "He goes straight, he turns, …" Suggests Level 1 in the substrand.

Wesley (Year 1) ruled up the 4 x 4 grid and then correctly positioned the path, the river, the trees and the man. His mapping alternated between plan views and side elevations. He self-corrected the second turn on the path after being questioned by the teacher. His instructions showed some attention to distance and direction. Suggests Level 2 in the substrand.

Jarrod (Year 1) carefully ruled the grid and much of the path. The river, trees and path were correctly positioned. He made many changes to his instructions but arrived at the correct turns and gave some attention to distance (by number of blocks). Suggests Level 2 in the substrand.

Using a more complex model with four turns, Tristan (Year 2) correctly positioned all features and used a 'bird's eye' view throughout. He labelled his grid on two axes, though he did not use grid references when writing his instructions. His instructions were sequentially numbered, attending to both distance and direction. Although his first turn was incorrectly described, the remainder of his instructions were accurate. He included a key. Suggests Level 3 in the substrand.