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Lesson 2 - Map Symbols and Orienteering Tasks

Trust in Navigation

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Year 3

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Outdoor Adventurous Activities

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45 min

Big Question

How can symbols help us understand and navigate the world around us?

Learning Objectives

To identify and interpret basic symbols on maps
To complete tasks using symbols and maps effectively
To work collaboratively to complete simple map reading challenges

Key Outcomes

Students will be able to explain what symbols on a map represent
Students will demonstrate matching symbols to real-life objects
Students will work effectively as part of a team to complete map-based tasks

Equipment & Resources Required

Coloured Cones

45 (9 of each colour: red, blue, yellow, green, orange)

Arrange in designated 'colour zone' area

Alternative: Coloured bean bags, coloured hoops

Cards

16 per group (matching word cards)

Each card shows 6-8 different coloured symbols

Alternative: Laminated sheets with coloured circles

Mats

1 per group of 3

Maps showing symbol legend clearly visible

Alternative: Hand-drawn school area maps

Bibs

15 (half the class)

Tucked into waistband for 'fox tails'

Alternative: Coloured bands, scarves

Dish Cones

10 for boundaries and team positions

Create start lines and finish lines for activities

Alternative: Rope or chalk lines

Key Vocabulary

Symbol

A simple picture or sign that represents something in real life

Map

A drawing that shows where things are in an area from above

Orienteering

Finding your way using a map and sometimes a compass

Legend

The part of a map that explains what the symbols mean

Scale

How much smaller the map is compared to the real area

Skill Progression Pathway

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

Prior Learning

Understanding of basic colours and shapes
Experience working in small groups
Basic awareness of following instructions

Current Skills

Symbol recognition and interpretation
Map reading fundamentals
Collaborative problem-solving
Strategic thinking and planning

Next Steps

Using compass directions with symbols
Creating detailed maps with multiple symbols
Independent navigation using map and compass

Milestone Indicators

Students confidently identify 8+ map symbols

Teams complete colour card tasks without assistance

Students can explain symbol meanings to others

Key Teaching Points

Symbols are visual representations that convey information quickly and universally
Map reading requires connecting abstract symbols to real-world objects and locations
Effective teamwork involves listening, planning together, and supporting all team members
Sequential thinking and memory skills are essential for following complex instructions
Problem-solving improves when teams communicate clearly and check their work regularly

Common Misconceptions

Students thinking symbols must look exactly like real objects - explain abstract representation
Believing maps show everything from ground level - clarify aerial/bird's eye view perspective
Assuming all symbols are universal - explain that different map types may use different symbols
Thinking orienteering is only about running fast - emphasise thinking and planning skills
Believing team success depends only on fastest runner - highlight importance of all team contributions

SEN Adaptations

ADHD

Shorter activity bursts with clear start/stop signals, regular movement breaks, specific roles to maintain focus and engagement

dyspraxia

Larger symbol cards for easier handling, simplified movement patterns, extra practice time with symbol recognition, buddy support

autism spectrum

Clear visual schedule of lesson sections, quiet space available if overwhelmed, consistent routines for each activity phase

visual impairment

Use high contrast symbol cards with bold outlines, provide verbal descriptions of all symbols, buddy system for navigation around activity area

hearing impairment

Use visual demonstrations for all instructions, create simple hand signals for common commands, written instruction cards available

physical disability

Seated version where student directs partner to collect items, modified movement distances, alternative role as team strategist or checker

Cross-Curricular Links

English

Reading word cards, explaining symbol meanings, vocabulary development, speaking and listening in group discussions

Maths

Sequences and patterns in colour cards, spatial awareness, counting and ordering, problem-solving strategies

Art

Symbol design and creation, visual representation of ideas, understanding how pictures convey meaning

Geography

Map skills, symbols and keys, spatial awareness, understanding representations of real places

PSHE

Teamwork and collaboration, communication skills, resilience when facing challenges, celebrating others' achievements

Teacher Guidance

Positioning

Stand at perimeter for visibility of all groups, move between teams during planning phases

Observation Focus

Watch for accurate symbol recognition, effective team communication, and safe movement during running phases

Intervention Points

Step in if teams are struggling with concept understanding, if competition becomes too intense, or if safety rules are not being followed

Demonstration Notes

Demonstrate: Hold symbol cards high for visibility, exaggerate checking sequence against colour cards, model positive team communication

Verbal Cues

•'Remember to read the word aloud to your team!'
•'Check your colour card sequence carefully!'
•'Great teamwork - I can see you're really listening to each other!'
•'Think about what that symbol might represent in the real world'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area, indoor hall or outdoor space with clear boundaries

Surface Check

Even, dry surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check all cones are stable and not cracked
•Ensure cards and small objects are not damaged or sharp
•Verify bibs/tags are secure but easily removable

Risk Management

Key Risks

•Collisions during running activities
•Slips and falls during quick direction changes
•Competition frustration leading to unsafe behaviour

Risk Mitigation

•Clear boundaries established with cones
•Straight-line running only in warm-up
•Adequate spacing between team working areas
•Progressive skill building from supported to independent

Supervision & Emergency Procedures

Supervision Points

•Position at edge of activity area for maximum visibility
•Monitor high-activity areas like colour zone for congestion
•Watch for safe turn-taking and rule following

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students remain safe