Lesson 3 - Map Reading and Route Creation
Trust in Navigation
•Year 3
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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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
Various colours if possible for easy identification and mapping
Alternative: Markers, bean bags, or rope circles
Large enough for students to step through safely
Alternative: Rope circles or chalk circles
Stable and safe for balancing activities
Alternative: PE mats, wooden blocks, or marked areas
Clear, readable symbols with action descriptions
Alternative: Laminated versions or displayed on board
A4 size minimum for clear map drawing
Alternative: Mini whiteboards and pens, clipboards
For identifying 'crows' and team groups clearly
Alternative: Different coloured cones for team identification
Key Vocabulary
A visual representation showing the layout and features of an area
A guide showing what each symbol on a map represents
A picture or sign that represents something real on a map
The path or direction you take to get from one place to another
How the size of things on a map compares to their real size
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
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