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Lesson 1 - Introduction to Maps and Keys

Map Reading Foundations and Team Navigation Adventures

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

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

Maps

15 copies (1 per pair)

Laminate for durability and reuse

Alternative: Hand-drawn versions if photocopying unavailable

Coloured Cones

30 (various colours)

Scatter around designated area for warm-up game

Alternative: Coloured bean bags or hoops

PE Equipment

As per map requirements

Organise in central collection point for each group

Alternative: Bean bags, small balls, hoops, blocks

Clipboards

15 (1 per pair)

Attach maps securely to prevent wind damage

Alternative: Hard books or plastic boards

Sun Markers

20 cones

Define safe working areas for each group

Alternative: Rope or chalk lines

Key Vocabulary

Map

A drawing that shows an area from above, like a bird's eye view

Key

A list that explains what the symbols on a map mean

Symbol

A simple picture or shape that represents something on a map

Orienteering

Finding your way using a map and following a course

Navigation

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

Students can distinguish between ground-level and aerial views

Students reference the key before collecting equipment

Students communicate effectively with their partner about the task

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