Lesson 1 - Introduction to Maps and Keys
Map Reading Foundations and Team Navigation Adventures
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How do explorers use maps and keys to navigate unknown territories safely?
Learning Objectives
- To understand the concept of a map as a view from above
- To use a key correctly to identify symbols on a map
- To work collaboratively in pairs to solve navigation challenges
Key Outcomes
- Students will successfully follow a map to recreate face patterns using equipment
- Students will demonstrate understanding of map symbols and keys
- Students will show effective teamwork and communication skills
Equipment & Resources Required
Laminate for durability and reuse
Alternative: Hand-drawn versions if photocopying unavailable
Scatter around designated area for warm-up game
Alternative: Coloured bean bags or hoops
Organise in central collection point for each group
Alternative: Bean bags, small balls, hoops, blocks
Attach maps securely to prevent wind damage
Alternative: Hard books or plastic boards
Define safe working areas for each group
Alternative: Rope or chalk lines
Key Vocabulary
A drawing that shows an area from above, like a bird's eye view
A list that explains what the symbols on a map mean
A simple picture or shape that represents something on a map
Finding your way using a map and following a course
Finding your way from one place to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of directions (left, right, forwards, backwards)
- Experience working in pairs
- Simple problem-solving skills
Current Skills
- Understanding maps as aerial views
- Using keys to interpret symbols
- Following sequential instructions
- Collaborative problem-solving
Next Steps
- Using compass directions
- Creating simple maps of familiar areas
- Following more complex orienteering courses
Milestone Indicators
Key Teaching Points
- Maps show places from above like a bird's eye view - this is fundamental for all future orienteering
- The key is essential - always check it before collecting equipment to avoid mistakes
- Effective partnerships require communication - both people should contribute to decision-making
- Accuracy is more important than speed - rushing leads to errors and frustration
- Orienteering requires systematic thinking - check, collect, place, verify
- Resilience is key - if something doesn't work first time, look again and try different approaches
- Safety awareness during movement - always be aware of other pairs and equipment on the ground
Common Misconceptions
- Maps are just pictures - explain they are specifically aerial views with purpose and meaning
- Symbols are decorative - emphasise they represent real objects and have specific meanings
- Fastest completion means best performance - highlight importance of accuracy and teamwork
- Only one person needs to read the map - stress importance of both partners contributing
- If it's wrong, start completely over - teach checking and adjusting specific elements
- Orienteering is just about maps - begin to introduce broader concepts of navigation and exploration
SEN Adaptations
ADHD
- Provide shorter activity bursts, use movement breaks between sections, give specific roles within partnerships
dyspraxia
- Use larger, easier-to-handle equipment, provide extra time for placing items, break down tasks into smaller steps
autism spectrum
- Provide visual schedule of lesson activities, create quiet space if overstimulation occurs, use clear routine and structure
visual impairment
- Use tactile symbols on maps where possible, provide verbal descriptions of face patterns, pair with sighted partner for guidance
hearing impairment
- Use clear visual demonstrations, written instruction cards, ensure student can see teacher's face for lip reading
physical disability
- Adapt to seated orienteering with table-top versions, modify equipment for easier handling, adjust distances as needed
Cross-Curricular Links
Maths
Understanding aerial view geometry, interpreting symbols and keys, spatial reasoning and positioning
Science
Observation skills, hypothesis testing when checking face accuracy, systematic problem-solving approaches
Art
Visual interpretation of symbols, pattern recognition and recreation, design elements in map creation
Geography
Map reading skills, understanding symbols and legends, orientation and direction
PSHE
Collaborative working, turn-taking, resilience when facing challenges, celebrating others' successes
Teacher Guidance
Positioning
Move actively between the three equipment areas during main activity, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for correct use of map keys, quality of partner collaboration, safety during movement between equipment areas
Intervention Points
Step in if pairs are struggling with map reading, if competition becomes too intense, or if safety concerns arise
Demonstration Notes
Use exaggerated movements when showing aerial perspective concepts, ensure face orienteering demonstration is clearly visible to all students, model collaborative discussion with teaching assistant if available
Verbal Cues
- •'Check your key first!'
- •'Work together - what does your partner think?'
- •'Look carefully at your map - what symbol is this?'
- •'Remember to move safely around other pairs'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor area with clear boundaries, free from obstacles and hazards
Surface Check
Level ground free from holes, debris, or slippery surfaces. Check for any trip hazards before activity
Equipment Safety
Safety Checks
- •All equipment stored safely in central areas to prevent trips
- •Cones and markers checked for damage or sharp edges
- •Clipboards secured properly to prevent them falling during movement
- •Equipment quantities monitored to prevent arguments or unsafe grabbing
Risk Management
Key Risks
- •Collisions during warm-up running activities
- •Trips over scattered equipment
- •Conflicts arising from competitive elements
- •Students becoming separated from partners or groups
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Equipment areas organised to minimise trip hazards
- •Emphasis on controlled movement rather than maximum speed
- •Regular visual checks to ensure all students are accounted for
- •Progressive skill building to ensure understanding before competitive element
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three working areas during main activities
- •Move actively between groups during practice sessions
- •Monitor excitement levels during competitive activities
- •Have designated meeting points for emergencies
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact school emergency procedures if required