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Lesson 8 - Grid Navigation and Map Orientation

Team Skills Challenges

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Year 3

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Outdoor Adventurous Activities

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Big Question

How can we use maps and compass points to navigate accurately and work as a team?

Learning Objectives

To be able to navigate around a grid using compass directions
To draw a route using directional language and symbols
To orientate a map correctly for navigation

Key Outcomes

Students will successfully navigate a grid using cardinal compass points
Students will demonstrate effective teamwork and communication during navigation tasks
Students will create and follow their own navigation routes with accuracy

Equipment & Resources Required

Coloured Cones

5 of each colour (blue, green, orange, red, yellow) - 25 total

Arranged in 5x5 grid with 4m spacing between cones

Alternative: Coloured markers, sports equipment in different colours

Pencils

10 (2-3 per group)

One pencil per student ideally, spares available

Alternative: Pens, coloured pencils for route marking

Worksheets

1 per group (10 copies)

Include clear grid layout and North arrow

Alternative: Laminated sheets with dry-wipe markers

Cards

Full set available for rotation

Different difficulty levels, weather-protected storage

Alternative: Digital versions on tablets if weather is poor

Score Sheets

1 per group for creative activity

Include start/finish symbols and direction examples

Alternative: Blank grid templates

League Signs

4 large signs (North, East, South, West)

Clearly visible around teaching area perimeter

Alternative: Laminated A4 sheets, cone toppers

Key Vocabulary

Orientate

To position a map so it matches the real world around you

Cardinal Points

The four main compass directions: North, East, South, West

Grid Reference

A system using letters and numbers to identify exact locations on a map

Navigation

Finding your way from one place to another using maps and directions

Symbol

A picture or mark on a map that represents something in the real world

Route

A planned path or way to travel from one place to another

Skill Progression Pathway

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

Prior Learning

Understanding of basic directional language (left, right, forwards, backwards)
Experience working in small groups and taking turns
Basic understanding of following simple instructions

Current Skills

Using cardinal compass points (North, East, South, West) for navigation
Map orientation and symbol recognition
Route planning and following written directions
Effective communication and teamwork in outdoor environments

Next Steps

Introduction to inter-cardinal points (NE, NW, SE, SW)
Using compass bearings and more complex map symbols
Multi-stage orienteering courses with decision-making points
Independence in route planning and problem-solving

Milestone Indicators

Students can orient map without teacher prompting

Clear, accurate directional language used spontaneously

Groups work cooperatively without adult intervention

Students self-correct navigation errors effectively

Key Teaching Points

Map orientation is fundamental - the map must always match the real world direction
Cardinal points (North, East, South, West) are fixed directions that don't change based on where you're facing
Effective navigation requires teamwork - everyone has an important role to play
Clear communication is essential when giving and following directions
Problem-solving skills develop through practice with increasingly complex navigation challenges
Spatial awareness improves through connecting map symbols to real-world objects
Accuracy in navigation comes from careful attention to instructions and checking progress

Common Misconceptions

Maps always show North at the top - explain that you must turn the map to match reality
Directions change depending on which way you're facing - emphasise that North is always North
Following other teams is easier than reading instructions - stress independent navigation skills
Speed is more important than accuracy - emphasise careful, methodical navigation
Only the Navigator needs to understand the route - highlight importance of team communication
Maps are too difficult for primary students - build confidence through progressive challenges

SEN Adaptations

ADHD

Clear boundaries and expectations, regular movement breaks built in, specific roles to maintain focus, positive reinforcement system

dyspraxia

Simplified maps with fewer details, extra time for map orientation, physical support for coordination, step-by-step instruction breakdown

autism spectrum

Clear visual schedules of activities, defined team roles, quiet processing time, predictable routines, choice of team placement

visual impairment

Use high-contrast maps with large symbols, bright coloured cones, tactile markers on maps, buddy system with sighted partner, verbal descriptions of grid layout

hearing impairment

Visual instruction cards with pictures, hand signals for directions, written copies of all verbal instructions, ensure face-to-face communication

physical disability

Wheelchair-accessible routes, modified distances, seated navigation roles, adapted equipment positioning, support worker assistance

Cross-Curricular Links

English

Following and giving clear instructions, communication skills, vocabulary development, reading comprehension of route cards

Maths

Grid references, coordinates, counting steps and distances, shape and space concepts, problem-solving strategies

Geography

Cardinal compass points, map reading skills, understanding symbols and keys, spatial awareness and direction

PSHE

Teamwork and cooperation, leadership roles, giving and receiving feedback, perseverance when facing challenges

Teacher Guidance

Positioning

Central position around navigation grid for visibility of all teams, move to support struggling groups while maintaining overall supervision

Observation Focus

Watch for accurate map orientation, team communication quality, navigation accuracy, and safe movement patterns

Intervention Points

Step in when teams are completely lost, when safety concerns arise, or when team dynamics break down

Demonstration Notes

Use exaggerated movements for map orientation, clearly show cardinal point directions with whole body, demonstrate team roles explicitly before group work begins

Verbal Cues

•'Remember to turn your map, not yourself!'
•'Which direction is the North arrow pointing?'
•'Work together - what does your team think?'
•'Walking pace only for safety!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 25m outdoor area for 5x5 cone grid with safe perimeter space

Surface Check

Level ground free from holes, slopes, or obstacles that could cause trips

Equipment Safety

Safety Checks

•Cones stable and visible - check for cracks or sharp edges
•Adequate spacing prevents collisions between teams
•Pencils stored safely when not in use

Risk Management

Key Risks

•Collisions between teams navigating simultaneously
•Trips and falls while looking at maps instead of ground
•Students getting lost or confused outside grid boundaries

Risk Mitigation

•Clear boundaries established around navigation grid
•Teams move at walking pace only - no running permitted
•Teacher positioned for maximum visibility of all teams
•Regular safety reminders about ground awareness

Supervision & Emergency Procedures

Supervision Points

•Position centrally to observe all teams simultaneously
•Move between groups during independent navigation
•Monitor for teams heading outside safe boundaries

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, ensure other students remain in safe positions