Lesson 1 - Trail Navigation Skills
Outdoor Skills & Teamwork
•Year 1
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we work together to follow instructions and explore our environment safely?
Learning Objectives
- To follow simple instructions as part of a group with increasing competency
- To complete a trail by following directional arrows and finding objects
- To keep a record of findings using a checklist system
Key Outcomes
- Students will demonstrate ability to follow multi-step instructions
- Students will successfully navigate a trail and record their discoveries
- Students will show improved communication and cooperation skills
Equipment & Resources Required
Place in sequence around playground/field to create clear trail
Alternative: Chalk arrows on ground, cones with direction signs
Distribute along trail route in visible locations
Alternative: Laminated shapes, 3D shapes, painted shapes on ground
Prepare two difficulty levels - shapes only or shapes and numbers
Alternative: Clipboards with paper, laminated sheets with dry-wipe markers
Ensure all have writing implements before starting
Alternative: Dry-wipe markers, crayons
Use for group formation activities and target practice
Alternative: Chalk circles, rope circles, carpet squares
For throwing activities and group challenges
Alternative: Soft balls, socks filled with rice, tennis balls
Key Vocabulary
A marked path or route to follow, usually with signs or arrows
Clear directions telling us what to do step by step
The order in which things should be done, first, second, third
Finding your way from one place to another
Working together as a team to achieve a goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of shapes from EYFS
- Experience following simple classroom instructions
- Basic number recognition skills
Current Skills
- Following multi-step instructions in sequence
- Working collaboratively in small groups
- Recording information systematically
Next Steps
- Creating their own trails for others to follow
- Using maps and compass directions
- Problem-solving in outdoor environments
Milestone Indicators
Key Teaching Points
- Emphasise listening carefully to all parts of multi-step instructions before beginning
- Model and encourage positive communication and cooperation in group activities
- Teach systematic searching strategies for finding hidden trail items
- Develop understanding that trails are about exploration and discovery, not racing
- Build confidence through celebration of different types of achievements and discoveries
- Connect outdoor learning to classroom skills in practical, meaningful ways
- Foster independence while maintaining appropriate safety awareness and boundaries
Common Misconceptions
- That faster completion means better performance - correct by emphasising thorough searching and cooperation
- That trails are races between groups - correct by focusing on individual discoveries and helping others
- That perfect shape formation is required - correct by celebrating creative solutions and effort
- That finding fewer items means failure - correct by praising careful searching and good recording
- That instructions must be followed immediately without thinking - correct by teaching planning and discussion first
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear visual boundaries and immediate positive feedback
dyspraxia
- Use larger equipment and recording sheets, provide extra practice time, offer hand-over-hand support for writing activities
autism spectrum
- Provide visual schedule of activities, offer quiet spaces for breaks, use consistent routines and clear expectations
visual impairment
- Use large, high-contrast arrows and shapes, provide tactile trail markers, assign sighted buddy for navigation support
hearing impairment
- Use visual instruction cards, provide written check sheets with pictures, use clear hand signals for group management
physical disability
- Adapt trail route for wheelchair access, provide alternative recording methods, modify equipment for different abilities
Cross-Curricular Links
English
Following multi-step oral instructions, vocabulary development (trail, navigation, cooperation), speaking and listening skills
Maths
Shape recognition and naming, number identification 1-10, counting and one-to-one correspondence, spatial awareness and direction
Geography
Directional vocabulary, map-making concepts, environmental awareness, understanding of routes and pathways
PSHE
Cooperation and teamwork, communication skills, building confidence, resilience when facing challenges
Teacher Guidance
Positioning
Move freely around trail circuit to observe all groups, maintain visual contact with entire activity area
Observation Focus
Watch for instruction following accuracy, group cooperation quality, and safe navigation behaviour
Intervention Points
Step in when groups become confused about directions, when cooperation breaks down, or if safety concerns arise
Demonstration Notes
Show clear examples of arrow following, demonstrate searching techniques, model positive group interaction
Verbal Cues
- •'Remember to look in unusual places!'
- •'Help your partner find their shapes!'
- •'Follow the arrows one at a time!'
- •'Speak kindly to your group members!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area (minimum 30m x 30m) with varied terrain and features for hiding trail items
Surface Check
Check all trail areas for hazards, uneven surfaces, and ensure adequate grip in wet conditions
Equipment Safety
Safety Checks
- •Ensure all trail markers are secure and won't create trip hazards
- •Check bean bags are in good condition with no loose seams
- •Verify pencils are not sharp and check sheets have no sharp edges
Risk Management
Key Risks
- •Children wandering outside designated trail boundaries
- •Slips and trips while searching for hidden items
- •Collisions between groups at trail intersections
Risk Mitigation
- •Clear boundary establishment and regular reminders
- •Staggered start times to prevent group bunching
- •Adult supervision positioned at key trail points
- •Safe hiding places selected away from major hazards
Supervision & Emergency Procedures
Supervision Points
- •Position at trail start to manage group departures
- •Move between trail sections to monitor all groups
- •Station at completion area to manage finished groups
Emergency Procedures
Whistle signal for immediate stop and return, first aid kit accessible, clear communication with school office