Lesson 2 - Cone Orienteering and Map Navigation
Map Reading Foundations and Team Navigation Adventures
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together as a team to navigate successfully using maps?
Learning Objectives
- To understand the concept of orienteering and map orientation
- To develop teamwork and collaboration skills through navigation challenges
- To learn how to use basic map reading skills to follow a route
Key Outcomes
- Students will be able to orientate a map correctly to match their surroundings
- Students will demonstrate effective teamwork and communication during navigation tasks
- Students will successfully complete cone orienteering courses using map reading skills
Equipment & Resources Required
Scattered around designated area matching cone orienteering maps
Alternative: Coloured markers, bean bags, or laminated cards
Different difficulty levels prepared for differentiation
Alternative: Laminated simple area maps with cone locations marked
For recording scores and progress through courses
Alternative: Clipboards with paper and pencils
Key Vocabulary
A sport involving navigation around a course using a map and sometimes a compass
To position a map so it matches the direction you are facing in real life
To find your way from one place to another using a map or directions
A planned route with specific checkpoints to visit in order
Working together effectively to achieve a shared goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following directions
- Experience working in pairs or small groups
- Familiarity with colours and basic spatial awareness
Current Skills
- Map orientation techniques
- Basic navigation using visual markers
- Collaborative problem-solving in outdoor activities
Next Steps
- Using compass bearings for navigation
- Reading contour lines and map symbols
- Independent orienteering over longer distances
Milestone Indicators
Key Teaching Points
- Map orientation is the foundation of all successful navigation
- Effective teamwork requires communication, patience and mutual support
- Accuracy and collaboration are more important than speed in orienteering
- Every team member's contribution is valuable and necessary for success
- Problem-solving together leads to better solutions than working alone
- Orienteering skills can be applied to many real-life navigation situations
- Leadership means helping others succeed, not just being first
Common Misconceptions
- Misconception: 'Maps always point north at the top' - Correction: 'Maps need to be oriented to match your surroundings'
- Misconception: 'Faster teams are better teams' - Correction: 'Better teams communicate and help each other'
- Misconception: 'Only one person needs to read the map' - Correction: 'All team members should understand the route'
- Misconception: 'Getting lost means you've failed' - Correction: 'Getting lost is part of learning - good orienteers re-orient and try again'
- Misconception: 'Orienteering is just about finding cones' - Correction: 'Orienteering develops navigation, teamwork and problem-solving skills for life'
SEN Adaptations
ADHD
- Shorter course segments with frequent check-ins, movement breaks between map work, clear visual boundaries, immediate positive feedback for focus
dyspraxia
- Simplified maps with fewer features, extra time for navigation tasks, practice sessions for map handling, supportive peer partnerships
autism spectrum
- Clear visual schedule of activities, designated quiet area if overwhelmed, consistent partner throughout lesson, structured routine with predictable timing
visual impairment
- Large print maps with high contrast colours, tactile markers on cones, buddy system with sighted partner, verbal descriptions of routes
hearing impairment
- Visual instruction cards, clear hand signals for directions, written course instructions, buddy system for communication support
physical disability
- Adapted maps for wheelchair access routes, modified cone heights for easier access, alternative scoring methods, peer support for navigation
Cross-Curricular Links
Maths
Measuring distances between cones, using coordinates and directions, counting scores and calculating totals
Science
Forces and motion during movement, understanding friction and grip on different surfaces
Geography
Understanding maps, directions (north, south, east, west), using keys and symbols, spatial awareness
PSHE
Teamwork and collaboration skills, leadership qualities, resilience when facing challenges, communication skills
Teacher Guidance
Positioning
Move actively around the orienteering area to maintain visual contact with all pairs/teams while providing support
Observation Focus
Watch for effective collaboration, proper map orientation, safe movement, and inclusive team dynamics
Intervention Points
Step in if students appear lost or frustrated, teams are excluding members, or safety boundaries are approached
Demonstration Notes
Use clear, exaggerated movements when demonstrating map orientation. Model collaborative language and problem-solving approaches for students to copy
Verbal Cues
- •'Stop and orientate your map first!'
- •'What can you see around you that matches your map?'
- •'Work together - two heads are better than one!'
- •'Help your teammate - you're stronger together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m outdoor area with clear boundaries, free from obstacles
Surface Check
Level ground suitable for safe movement, free from holes, debris or trip hazards
Equipment Safety
Safety Checks
- •All cones checked for damage and sharp edges
- •Maps laminated and free from tears or sharp corners
- •Whiteboards and pens in good working condition
Risk Management
Key Risks
- •Students becoming separated during dispersed orienteering activities
- •Trips and falls while looking at maps instead of where they're walking
- •Collisions between pairs moving in different directions
Risk Mitigation
- •Clear, well-marked boundaries established and reinforced regularly
- •Emphasis on walking pace rather than running during navigation
- •Regular headcounts and visual supervision during dispersed activities
- •Clear emergency stop signal practised at start of lesson
Supervision & Emergency Procedures
Supervision Points
- •Position to maintain visual contact with all students during activities
- •Move actively around groups rather than staying in fixed position
- •Monitor boundary areas to ensure students remain within safe limits
Emergency Procedures
Established signals for immediate stop and return to base, first aid kit accessible, emergency contact procedures known