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Lesson 1 - Trail Navigation Skills

Outdoor Skills & Teamwork

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Year 1

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Outdoor Adventurous Activities

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45 min

Big Question

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

Sun Markers

20-30 pieces

Place in sequence around playground/field to create clear trail

Alternative: Chalk arrows on ground, cones with direction signs

Cards

5.5

Distribute along trail route in visible locations

Alternative: Laminated shapes, 3D shapes, painted shapes on ground

Score Sheets

1 per student (30)

Prepare two difficulty levels - shapes only or shapes and numbers

Alternative: Clipboards with paper, laminated sheets with dry-wipe markers

Pencils

1 per student (30)

Ensure all have writing implements before starting

Alternative: Dry-wipe markers, crayons

Hoops

4-6 pieces

Use for group formation activities and target practice

Alternative: Chalk circles, rope circles, carpet squares

Balls

1 per student (30)

For throwing activities and group challenges

Alternative: Soft balls, socks filled with rice, tennis balls

Key Vocabulary

Trail

A marked path or route to follow, usually with signs or arrows

Instructions

Clear directions telling us what to do step by step

Sequence

The order in which things should be done, first, second, third

Navigation

Finding your way from one place to another

Cooperation

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

Can follow 3-step instructions without repetition

Shows leadership qualities in group activities

Demonstrates spatial awareness and direction following

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

Lesson 1 - Trail Navigation Skills

How can we work together to follow instructions and explore our environment safely?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

English

Maths

Geography

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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