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Lesson 1 - Introduction to Map Reading and Symbols

Building Navigation Confidence Through Progressive Orienteering

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Year 4

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Outdoor Adventurous Activities

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Big Question

How can we use maps and symbols to navigate and work effectively as a team?

Learning Objectives

Introduce students to the concept of maps, plans and aerial views
Develop understanding of map symbols and keys for navigation
Foster teamwork and cooperation through collaborative problem-solving

Key Outcomes

Students will understand what maps represent and why we view them from above
Students will successfully use a map key to navigate and complete face orienteering challenges
Students will demonstrate effective teamwork attributes including cooperation and encouragement

Equipment & Resources Required

Maps

1 per pair (15 maps)

Laminated maps showing 6 different face designs with symbol key

Alternative: Hand-drawn face maps on paper

Equipment for Faces

Multiple sets as per map requirements

Include cones, hoops, bean bags, balls, ropes, markers as shown on maps

Alternative: Everyday classroom objects can substitute

Coloured Cones

Various colours available

Scatter around area for warm-up activity - ensure variety of colours

Alternative: Coloured paper, clothing items

Clipboards

1 per pair (15)

For students to rest maps on while reading symbols

Alternative: Hard books or folders

Pencils

1 per pair (15)

For students to tick off completed faces

Alternative: Whiteboard markers on laminated maps

Whistles

1 for teacher

For starting/stopping activities and emergency signals

Alternative: Voice commands

Key Vocabulary

Map

A drawing or plan showing the features of an area as seen from above

Aerial view

A view of an area as seen from directly above, like a bird's eye view

Key

A list that explains what symbols and colours on a map represent

Symbol

A simple picture or sign that represents something on a map

Navigate

To find your way using a map and following directions

Orienteering

A sport that involves finding your way across unfamiliar areas using a map

Skill Progression Pathway

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

Prior Learning

Basic understanding of following instructions
Experience working in pairs
Familiarity with simple problem-solving activities

Current Skills

Understanding aerial perspective and map representation
Using map symbols and keys for navigation
Collaborative problem-solving in orienteering contexts

Next Steps

Using compass directions with maps
Reading grid references and coordinates
Planning routes using topographical maps

Milestone Indicators

Can identify the difference between ground-level and aerial views

Successfully matches symbols to real objects using a key

Works cooperatively without adult intervention

Key Teaching Points

Maps represent aerial (bird's eye) view of areas and objects
Map keys/legends are essential for interpreting symbols correctly
Effective teamwork requires communication, cooperation and shared responsibility
Accuracy and understanding are more important than speed in orienteering
Persistence and resilience help overcome challenges in problem-solving
Map reading skills transfer to many real-life navigation situations
Orienteering combines physical activity with mental problem-solving skills

Common Misconceptions

Maps should show objects from the side view like photographs - correct by demonstrating aerial perspective
Symbols are just pictures rather than representations - emphasise that symbols can mean different things in different contexts
Faster completion always means better orienteering - stress accuracy and teamwork over speed
Only one person needs to read the map in a partnership - encourage both partners to engage with map reading
If you make a mistake you should start completely over - teach checking and correcting strategies
Orienteering is only about finding things quickly - explain it's about navigation, teamwork and problem-solving

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and auditory signals, offer fidget tools during reflection time

dyspraxia

Use larger, simpler equipment, allow extra time for map reading, break down complex instructions into smaller steps, provide physical support for equipment placement

autism spectrum

Provide visual schedule of lesson activities, allow processing time between instructions, create quiet zone if needed, use consistent routines and clear expectations

visual impairment

Use large, high-contrast symbols on maps, provide tactile markers for equipment, buddy system with sighted partner, verbal descriptions of all visual elements

hearing impairment

Visual signals for start/stop, written instructions on cards, clear demonstrations with gestures, ensure face-to-face communication

physical disability

Adapted equipment positioning at appropriate heights, allow wheelchair access to all stations, modify movement requirements, focus on map reading rather than equipment placement

Cross-Curricular Links

Maths

2D shapes and their properties when viewing symbols, spatial awareness and positioning, measuring distances between map points

Science

Forces and motion during movement activities, observation and recording skills, systematic investigation approaches

Geography

Map skills, symbols and keys, aerial photography interpretation, basic navigation concepts

PSHE

Cooperation and teamwork, resilience when facing challenges, communication skills, celebrating others' success

Teacher Guidance

Positioning

Central location during demonstrations, circulating between stations during practice, positioned for maximum visibility during competition

Observation Focus

Partnership cooperation, accurate map reading, safe movement, signs of frustration or overwhelm, evidence of learning progression

Intervention Points

Step in if partnerships break down, provide support when students struggle with map concepts, manage any unsafe behaviour immediately

Demonstration Notes

Use exaggerated movements when showing aerial view concepts, hold maps high for all to see, model positive partnership language throughout

Verbal Cues

•'Check your key first!'
•'Work together - one reads, one finds'
•'Accuracy before speed'
•'What does that symbol represent?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 30m x 20m, or indoor hall with adequate space for 6 stations plus movement

Surface Check

Even, non-slip surface free from holes, debris, or obstacles that could cause trips or falls

Equipment Safety

Safety Checks

•All orienteering equipment checked for damage and sharp edges
•Cones and markers placed with adequate spacing to prevent collisions
•Equipment stored safely when not in use to prevent tripping hazards

Risk Management

Key Risks

•Collisions during warm-up running activities
•Trips and falls over orienteering equipment
•Frustration and conflict between partners during challenging tasks
•Overexertion during competitive elements

Risk Mitigation

•Clear boundaries established for all running activities
•Adequate spacing between orienteering stations
•Teacher positioned for maximum visibility of all groups
•Progressive skill building from simple to complex tasks
•Emphasis on cooperation over competition

Supervision & Emergency Procedures

Supervision Points

•Position to observe all stations during practical activities
•Monitor partner dynamics and intervene if conflicts arise
•Watch for signs of frustration or overwhelm in individuals
•Ensure safe movement during station rotations

Emergency Procedures

Stop signal (whistle) established, first aid kit accessible, clear procedure for injury management and evacuation if needed