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Geography · Years 2-4
How can I teach compass directions with a simple grid?
Follow and describe routes using north, south, east and west.
Download: Compass route codes
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Move a counter from B2 and name each new square, keeping north fixed at the top.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Look for a fixed north direction and counting steps between squares rather than counting the starting square.
What is in the printable?
Use the grid below. North is toward the top, east is right. Start at B2. One step moves to an adjacent square. Rows run 1 at the bottom to 4 at the top; columns A-D run left to right.
- From B2 go north 1, then east 2. Where do you finish?
- From D3 go south 2, then west 1. Where do you finish?
- Write a shortest route from A1 to C3 using compass directions.
- How many steps does that shortest route use?
- Would east 2 then north 1 from B2 finish at the same square as question 1? Explain.
Make it easier or add challenge
More support
Mark the starting square and use N/S/E/W arrow cards before writing.
More challenge
Find two different shortest routes between the same squares and explain why neither is shorter.
What to look for
Look for a fixed north direction and counting steps between squares rather than counting the starting square.
Teacher answers and suggested responses
1. D3.
2. C1.
3. Example: north 2, east 2; other shortest orders accepted.
4. 4 steps.
5. Yes, D3: the route differs but these moves have the same net change on this unobstructed grid.
Further teaching guidance
Related guidance from EP for Schools: How can we make map skills more accessible for pupils with SEND?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Look for a fixed north direction and counting steps between squares rather than counting the starting square.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.