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Lesson 4 - Point to Point Orienteering

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 can we work as an effective team to navigate from point to point using a map?

Learning Objectives

To orientate a map correctly and follow a route to locate points in sequence
To develop teamwork skills when navigating as a pair
To understand and apply compass directions in a practical setting

Key Outcomes

Students will successfully orientate a map and navigate to multiple points
Students will demonstrate effective teamwork and communication during orienteering challenges
Students will show understanding of compass directions and map features

Equipment & Resources Required

Maps

1 per pair (15 maps)

Laminated for weather protection, stored in central location

Alternative: School site plans with added orienteering points

Sun Markers

12 markers

Numbered 1-12, positioned at key features around site

Alternative: Coloured cones with numbers, laminated signs

Clipboards

1 per pair (15 clipboards)

For recording points found and route planning

Alternative: Hard-backed notebooks

Pencils

1 per pair (15 pencils)

Attached to clipboards with string

Alternative: Waterproof pens

Whistles

3 teacher whistles

For safety signals and time management

Alternative: Bell or voice commands

Stopwatch

For timing challenges and course completion

Alternative: Phone timer

Key Vocabulary

Orientate

To position a map so that it aligns with the real landscape around you

Point-to-point

A navigation method where you visit specific locations in a set order

Compass bearing

The direction from one point to another using compass points

Course

The specific route and order of points to visit during orienteering

Navigation

The skill of finding your way from one place to another using a map

Out of bounds

Areas that are not safe or allowed for the orienteering activity

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Understanding of basic compass directions (N, S, E, W)
Experience of following simple maps
Basic understanding of teamwork and cooperation

Current Skills

Map orientation techniques
Point-to-point navigation strategies
Advanced compass directions (NE, NW, SE, SW, NNE, NNW, SSE, SSW)
Effective team communication during navigation

Next Steps

Complex orienteering courses with elevation changes
Time-based orienteering challenges
Leading orienteering activities for younger students

Milestone Indicators

Can orientate map without assistance

Navigates directly between points without getting lost

Takes leadership role in pair navigation

Helps struggling pairs with encouragement and guidance

Key Teaching Points

Map orientation is the foundation of successful navigation - north arrow must point to real north
Effective partnerships require both students to contribute to navigation decisions and route planning
Planning the route before moving prevents getting lost and builds confidence
Following the correct sequence of points teaches systematic approach to navigation
Staying within boundaries ensures safety and teaches respect for rules and limits
Team communication and support leads to better navigation outcomes than individual effort
Resilience when facing navigation challenges develops problem-solving and perseverance skills

Common Misconceptions

Students think they can navigate without orientating the map - demonstrate why this leads to errors
Belief that running faster will lead to finding more points - emphasise planning over speed
Assumption that following other pairs is a good strategy - explain why independent navigation builds skills
Thinking that getting lost means failure - reframe as learning opportunity and problem-solving practice
Misconception that one person should lead all navigation - highlight benefits of shared decision-making
Belief that orienteering is only about map reading - connect to teamwork, communication and character development

SEN Adaptations

ADHD

Shorter navigation segments, clear boundaries with visual markers, regular check-ins and refocusing, movement breaks between activities

dyspraxia

Simplified maps with fewer details, larger orienteering markers, extra time for navigation tasks, step-by-step navigation prompts

autism spectrum

Clear visual schedule of lesson stages, quiet spaces available for breaks, predictable routines and structure, reduced sensory stimulation options

visual impairment

Large print maps with bold markings, tactile markers at orienteering points, audio description of map features, buddy system with sighted partner

hearing impairment

Visual signals for instructions, written course cards, clear hand signals for communication, visual timer for time management

physical disability

Modified shorter courses, wheelchair accessible routes, seated map reading activities, adapted equipment for different mobility needs

Cross-Curricular Links

Maths

Compass bearings and angles, measuring distances on maps, scale and proportion, time management and counting

Science

Magnetic north and compass use, forces and motion during navigation, problem-solving through scientific method

Geography

Map reading skills, compass directions, understanding symbols and keys, spatial awareness and location

PSHE

Teamwork and cooperation, leadership skills, resilience when facing challenges, responsibility for partner safety

Teacher Guidance

Positioning

Central location with clear sightlines to all orienteering points, moving strategically to monitor different pairs

Observation Focus

Map orientation accuracy, partnership cooperation, navigation decision-making, safety compliance, engagement levels

Intervention Points

When pairs are struggling with map orientation, if safety boundaries are approached, during partnership conflicts, when students appear lost or confused

Demonstration Notes

Demonstrate: Always show map orientation dramatically with exaggerated movements, use clear pointing to show compass directions, model partnership discussion about route planning

Verbal Cues

•'Remember to orientate your map first!'
•'Work together - two heads are better than one!'
•'Check your boundaries before you navigate!'
•'Plan your route before you move!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 50m x 50m with varied terrain and features for point placement

Surface Check

Even ground free from holes, wet areas, or dangerous obstacles that could cause slips or falls

Equipment Safety

Safety Checks

•Maps checked for tears that could cause cuts
•Orienteering markers securely positioned and visible
•Clipboards without sharp edges or protruding clips
•Pencils attached to prevent loss and potential hazards

Risk Management

Key Risks

•Students going out of designated bounds
•Collisions during navigation between points
•Getting lost or separated from partner
•Trips and falls on uneven outdoor terrain
•Excitement leading to unsafe running

Risk Mitigation

•Clear boundary markers and repeated boundary reminders
•Emphasis on staying with partner at all times
•Teacher positioned for maximum visibility of navigation area
•Regular counting and checking of student locations
•Pre-activity check of terrain for hazards

Supervision & Emergency Procedures

Supervision Points

•Central position allowing 360-degree visibility
•Regular movement to monitor distant navigation activities
•Clear whistle signals for emergency stops
•Designated meeting points for regrouping

Emergency Procedures

Stop signal (whistle), immediate attendance to any injured student, contact school office if serious incident, clear evacuation route to school building