Lesson 6 - Orienteering with Photography
Collaborative Navigation Adventures
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we use photographs to navigate and explore our school environment?
Learning Objectives
- To identify locations around the school grounds using photographic clues
- To use technology safely and effectively to document places of interest
- To develop navigation and problem-solving skills through orienteering activities
Key Outcomes
- Students will successfully identify multiple control points using photographic clues
- Students will demonstrate safe and effective use of iPads for photography
- Students will show improved navigation skills and route planning
Equipment & Resources Required
Fully charged, camera app ready, stored safely when not in use
Alternative: Digital cameras, smartphones (with permission)
Laminated for weather protection, clearly showing distinctive features
Alternative: Hand-drawn pictures of locations
Positioned at photograph locations, weather-resistant
Alternative: Coloured cones with letters attached
Space for recording control letters and photograph numbers
Alternative: Clipboards with recording sheets
Age-appropriate detail level, laminated for outdoor use
Alternative: Simple hand-drawn maps of school grounds
Large enough for students to pass through easily
Alternative: Rope circles, imaginary circles
For assessment grouping at lesson end
Alternative: Coloured mats, painted markers
For timing warm-up activities
Alternative: Phone timer, classroom clock
Key Vocabulary
A specific location marked with an identifier that proves you have visited that place
The skill of finding your way from one place to another using maps, clues, or landmarks
Thinking about the best path to take between different locations
Things you can see in photographs that help you identify a specific location
A sport where you navigate to various checkpoints using a map and sometimes a compass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of maps and directions
- Experience working in small groups
- Familiarity with school grounds layout
Current Skills
- Reading photographic clues for navigation
- Using technology for documentation
- Problem-solving in outdoor environments
Next Steps
- Creating their own orienteering courses
- Using compass bearings for navigation
- Planning multi-stage adventure activities
Milestone Indicators
Key Teaching Points
- Visual observation skills are fundamental to successful navigation and problem-solving
- Technology should enhance rather than replace basic navigation and communication skills
- Partnership cooperation and mutual support lead to greater success than individual effort
- Systematic approaches to problem-solving are more effective than random searching
- Self-motivation and resilience are essential qualities for outdoor adventure activities
- Creating challenges for others develops deeper understanding of navigation principles
- Safety awareness and responsible behaviour enable greater freedom in adventure activities
Common Misconceptions
- That navigation is just about maps - emphasise multiple information sources including visual clues
- That technology solves everything - teach that iPads are tools that support human skills
- That speed is more important than accuracy - emphasise careful observation and planning
- That getting lost or confused is failure - reframe as normal part of learning and discovery
- That some people are naturally good at navigation - emphasise skills can be learned and developed
SEN Adaptations
ADHD
- Regular movement opportunities, clear boundaries and expectations, frequent check-ins and positive reinforcement
dyspraxia
- Simplified iPad handling techniques, extra practice time with technology, clear step-by-step navigation instructions
autism spectrum
- Clear structure and expectations, visual schedule of activities, quiet zones identified, sensory break opportunities
visual impairment
- Large print maps and control cards, high contrast markers, tactile clues added to photographs, buddy support for navigation
hearing impairment
- Visual signal system for recalls, written instructions provided, clear sight lines maintained for lip reading and signing
physical disability
- Accessible route options identified, modified distances if needed, alternative transport around school grounds if required
Cross-Curricular Links
English
Communication and collaboration skills, following and giving instructions, descriptive language for locations
Science
Observation and classification skills, hypothesis testing and evidence gathering, understanding of light and shadow in photography
Computing
Digital photography skills, using technology safely and effectively, understanding of digital vs. analogue information
Geography
Map reading skills, understanding of aerial perspectives, navigation and compass directions, local area knowledge
Mathematics
Recording data systematically, problem-solving strategies, measurement and timing, pattern recognition in visual clues
PSHE
Teamwork and cooperation, perseverance and resilience, celebrating others' achievements, personal responsibility and safety
Teacher Guidance
Positioning
Central location with good sight lines to multiple areas of school grounds, mobile positioning to monitor different groups
Observation Focus
Self-motivation levels, physical confidence, active engagement in competitive situations, partnership cooperation
Intervention Points
Step in if students appear lost or frustrated, provide hints for struggling groups, ensure safety boundaries maintained
Demonstration Notes
Model enthusiasm for discovery, show systematic problem-solving approaches, demonstrate positive partnership interactions
Verbal Cues
- •'Think like detectives - what clues can you see?'
- •'Two heads are better than one - discuss your ideas!'
- •'Remember to record your discoveries!'
- •'How can you help your partner succeed?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Whole school grounds with clear boundaries, access to indoor backup space if weather poor
Surface Check
Check all outdoor areas for hazards, wet surfaces, or maintenance work before lesson
Equipment Safety
Safety Checks
- •iPads in protective cases with charged batteries
- •Control markers securely positioned and weather-appropriate
- •Maps laminated and edges checked for sharpness
Risk Management
Key Risks
- •Students becoming separated or lost around school grounds
- •iPad damage from drops or weather
- •Collision with other school users or fixed obstacles
- •Slips on wet or uneven surfaces
Risk Mitigation
- •Clear boundaries established and regularly reinforced
- •Emergency whistle system for immediate recall
- •Regular visual checks on all pairs during activities
- •Weather-appropriate backup plans prepared
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of multiple areas
- •Regular movement to monitor different groups
- •Clear sight lines maintained throughout activities
Emergency Procedures
Emergency whistle for immediate return, first aid kit accessible, mobile phone for emergencies, clear procedures for severe weather