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Lesson 3 - Map Reading and Route Creation

Trust in Navigation

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Year 3

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Outdoor Adventurous Activities

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1h 3min

Big Question

How can we create clear maps that help others navigate safely through challenges?

Learning Objectives

Read and follow basic maps with confidence using key symbols
Create accurate route maps for others to follow safely
Work cooperatively in teams to design and test navigation challenges

Key Outcomes

Students will successfully navigate obstacle courses using map symbols
Students will design clear, accurate maps that others can follow
Students will demonstrate effective teamwork in planning and problem-solving

Equipment & Resources Required

Cones

30-40

Various colours if possible for easy identification and mapping

Alternative: Markers, bean bags, or rope circles

Hoops

15-20

Large enough for students to step through safely

Alternative: Rope circles or chalk circles

Benches

6-8

Stable and safe for balancing activities

Alternative: PE mats, wooden blocks, or marked areas

Poems

15-20 copies

Clear, readable symbols with action descriptions

Alternative: Laminated versions or displayed on board

Pencils

30 sets

A4 size minimum for clear map drawing

Alternative: Mini whiteboards and pens, clipboards

Bibs

6-8

For identifying 'crows' and team groups clearly

Alternative: Different coloured cones for team identification

Key Vocabulary

Map

A visual representation showing the layout and features of an area

Key/Legend

A guide showing what each symbol on a map represents

Symbol

A picture or sign that represents something real on a map

Route

The path or direction you take to get from one place to another

Scale

How the size of things on a map compares to their real size

Navigate

To find your way using a map or directions

Skill Progression Pathway

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

Prior Learning

Basic understanding of symbols and their meanings
Experience following simple instructions in sequence
Basic teamwork and communication skills

Current Skills

Reading maps using a key and symbol system
Creating accurate visual representations of physical spaces
Collaborative planning and design thinking

Next Steps

Using compass directions with maps
Creating maps of larger outdoor spaces
Understanding scale and measurement in mapping

Milestone Indicators

Can match symbols to physical equipment correctly

Draws maps that others can follow successfully

Uses appropriate vocabulary when describing routes

Key Teaching Points

Maps are communication tools that must be clear and accurate for others to use
Symbols and keys provide standardised ways to represent real objects and actions
Successful navigation requires careful observation and systematic following of instructions
Teamwork improves both design quality and navigation success
Scale and spatial relationships are crucial for accurate map representation
Testing and feedback help improve both map creation and navigation skills
Map reading skills transfer to many real-world situations beyond PE

Common Misconceptions

Maps only show roads and buildings - correct by demonstrating maps can represent any space or route
Symbols can mean anything - emphasise that symbols must be consistent and clearly defined in the key
Bigger drawings are always better maps - teach that clarity and accuracy matter more than size
Navigation is just about speed - focus on understanding and following instructions correctly
Maps must be perfectly artistic - emphasise functionality and communication over appearance
Only adults can make useful maps - celebrate students' successful map creations and navigation

SEN Adaptations

ADHD

Movement breaks between planning phases, clear boundaries and expectations, immediate feedback and encouragement, varied activities to maintain engagement

dyspraxia

Extra time for map drawing, larger symbols and clearer spacing, step-by-step breakdown of navigation tasks, additional practice with equipment handling

autism spectrum

Clear visual schedules showing lesson progression, predictable routines for station rotations, quiet spaces available if needed, advance warning of activity changes

visual impairment

Use high contrast colours for symbols and large print maps, provide tactile elements like textured symbols, buddy system with sighted partners, verbal descriptions of layouts

hearing impairment

Visual demonstrations of all instructions, written copies of map keys, hand signals for navigation, clear sight lines to teacher demonstrations

physical disability

Adapted courses with wider pathways, seated navigation options, modified equipment heights, alternative ways to show map understanding through pointing or description

Cross-Curricular Links

English

Vocabulary development with technical terms, giving clear instructions and explanations, collaborative discussion and negotiation skills

Maths

Understanding scale and proportion in map making, measuring distances and spaces, geometric shapes in course design, data collection through timing

Geography

Map reading skills, understanding symbols and keys, spatial awareness and directions, representing 3D space in 2D format

PSHE

Teamwork and cooperation, leadership skills, resilience when facing challenges, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move between stations during activities, position centrally during whole-class instruction for maximum visibility and voice projection

Observation Focus

Watch for understanding of map symbols, quality of team cooperation, safe movement through courses, and problem-solving approaches

Intervention Points

Step in if students struggling with map reading, unsafe equipment arrangements, or team cooperation issues. Provide guided questions rather than direct answers

Demonstration Notes

Always demonstrate with exaggerated, clear movements. Show map reading by physically pointing to symbols then to equipment. Model collaborative language and problem-solving approaches

Verbal Cues

•'Check your map before moving!'
•'What does that symbol tell you to do?'
•'Work together to solve this!'
•'Safety first - is this arrangement stable?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 25m x 20m, clear of obstacles and suitable for equipment setup

Surface Check

Dry, even surface free from hazards, adequate grip for safe movement and balance activities

Equipment Safety

Safety Checks

•Check all cones are stable and undamaged
•Ensure hoops are intact with no sharp edges
•Verify benches/balance equipment is stable and appropriate height
•Pencils have erasers and no sharp points

Risk Management

Key Risks

•Collisions during navigation activities
•Trips and falls on equipment or surface
•Overexertion during course completion
•Minor cuts from pencils or equipment edges

Risk Mitigation

•Clear boundaries and pathways established for all activities
•Adequate spacing between stations to prevent overcrowding
•Progressive skill building from simple to complex navigation
•Constant supervision during equipment rearrangement
•Emphasis on controlled movement rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all stations during activities
•Monitor equipment handling during station redesign
•Watch for fatigue and adjust activity intensity accordingly
•Ensure safe movement between rotations

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact school procedures if needed