as long as students go along the 'isometric' pathways that is...
students could draw their own shape on isometric paper and read out a journey round the shape using bearings for their neighbour to try to draw
students can be asked to draw the shapes, starting at the points shown and with the North direction shown:
restricting shapes to e.g. a rhombus
or an isometric trapezium
can lead to relationships between the side lengths and between the bearings totals being sought: