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Lesson 3 - Point and Return Navigation

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 work as an effective team to navigate accurately and support each other in outdoor challenges?

Learning Objectives

To develop map reading skills by locating points on a map and navigating to them accurately
To work effectively as a team using communication and problem-solving skills
To understand and apply compass directions in practical orienteering activities

Key Outcomes

Students will successfully navigate to multiple points using a map and return to base
Students will demonstrate teamwork skills and support their partners throughout challenges
Students will understand compass directions and be able to orientate a map correctly

Equipment & Resources Required

Maps

8-12 markers

Laminated copies with orienteering course marked clearly

Alternative: Hand-drawn school layout, aerial photograph of school

Sun Markers

8 cones (for compass game)

Arranged in compass points pattern in large open space

Alternative: Poly spots, marker posts, chalk marks

Whistles

For signalling return to base and time limits

Alternative: Bell, verbal signal

Clipboards

1 per pair (15)

For recording findings at each orienteering point

Alternative: Hard backing sheets, writing surfaces

Pencils

1 per pair (15)

Attached to clipboards with string to prevent loss

Alternative: Waterproof pens, clipper pencils

Key Vocabulary

Orientate

To position a map so that it matches the actual landscape around you

Navigation

The skill of finding your way from one place to another using a map and compass

Compass bearings

The eight main directions: North, South, East, West, Northeast, Northwest, Southeast, Southwest

Base

The starting and return point for orienteering activities

Map key

The legend that explains what symbols and colours on the map represent

Skill Progression Pathway

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

Prior Learning

Basic understanding of directional language (left, right, forwards, backwards)
Experience working in pairs and small groups
Familiarity with simple maps and aerial views

Current Skills

Map orientation using surrounding features
Point-to-point navigation skills
Teamwork and communication in outdoor environments
Understanding compass directions and their practical application

Next Steps

Multi-point route planning and navigation
Time-based orienteering challenges
Leadership roles in larger group activities
Introduction to contour lines and elevation on maps

Milestone Indicators

Student can orient map correctly within 30 seconds

Partnership communicates effectively throughout task

Accurate navigation to 3+ points without teacher assistance

Demonstrates problem-solving when route planning

Key Teaching Points

Map orientation is the foundation of all navigation - ensure students master this before moving to complex activities
Partnership skills are as important as navigation skills - emphasise communication and mutual support throughout
Strategic thinking develops through experience - allow students to make choices and learn from consequences
Safety boundaries must be absolutely clear and reinforced consistently throughout all activities
Build confidence through progressive challenges - start easy and increase difficulty based on success
Celebrate effort and problem-solving, not just successful navigation - this builds resilience and motivation
Use time pressure carefully to add excitement without compromising safety or learning

Common Misconceptions

That navigation is just about reading symbols on a map - emphasise the importance of orientating the map to match surroundings
That the fastest team automatically wins orienteering challenges - stress accuracy, safety and teamwork over speed
That getting lost is failure - reframe as learning opportunity and part of developing navigation skills
That maps are too difficult for Year 4 students - show how simplified school maps are accessible and engaging
That orienteering is only about individual skill - highlight the teamwork and communication aspects throughout

SEN Adaptations

ADHD

Use shorter activity bursts with regular check-ins, provide clear physical boundaries, offer movement breaks, use positive reinforcement frequently

dyspraxia

Simplify map layouts, provide additional practice time, offer hand-over-hand support for map orientation, use larger equipment for easier handling

autism spectrum

Provide clear visual schedule of activities, establish quiet zones for breaks, use consistent routines and signals, prepare for activity changes in advance

visual impairment

Use high-contrast maps with bold markings, provide tactile orientation points, assign sighted partner for guidance, use verbal descriptions of surroundings

hearing impairment

Use visual signals instead of whistle, provide written instruction cards, use clear gestures and demonstrations, ensure face-to-face communication

physical disability

Modify distances to accessible areas, provide wheelchair-accessible routes, allow additional time for movement, adapt equipment for different grip abilities

Cross-Curricular Links

Science

Understanding forces in movement, investigating magnetic properties of compasses, exploring how the human body responds to physical activity

Geography

Map reading skills, understanding symbols and keys, using compass directions, interpreting aerial views and plans

PSHE

Developing teamwork and communication skills, building resilience when facing challenges, showing respect and cooperation with partners

Teacher Guidance

Positioning

Start at central base position with clear view of all orienteering points. Move strategically to support struggling pairs while maintaining overall supervision.

Observation Focus

Watch for effective map orientation, safe movement, positive communication between partners, and developing navigation confidence.

Intervention Points

Step in if pairs become lost for more than 3 minutes, if safety boundaries are approached, or if partnership dynamics break down.

Demonstration Notes

Use large, clear gestures when demonstrating map orientation. Model good partnership communication. Show strategic thinking aloud during competitive elements.

Verbal Cues

•'Remember to orientate your map first!'
•'What can you see around you that matches the map?'
•'Talk to your partner about which way to go!'
•'Check your safety boundaries before setting off!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 50m x 30m with varied terrain and features. Clear sight lines for supervision.

Surface Check

Check ground conditions for holes, uneven surfaces, or wet/slippery areas. Ensure orienteering points are safely positioned.

Equipment Safety

Safety Checks

•Ensure maps are laminated to prevent tearing
•Check clipboards have no sharp edges
•Confirm all orienteering markers are securely positioned
•Test whistle for clear sound across activity area

Risk Management

Key Risks

•Students becoming lost or separated from partners
•Collision between pairs moving at speed
•Access to out-of-bounds areas (car parks, roads)
•Slips and falls on uneven outdoor surfaces
•Overexertion during competitive activities

Risk Mitigation

•Clear out-of-bounds areas marked on maps and explained thoroughly
•Adult supervisors positioned at potential hazard points
•Whistle signals established for immediate return to base
•Partner system ensures no student works alone
•Time limits prevent overexertion and unsafe rushing

Supervision & Emergency Procedures

Supervision Points

•Position at central base for overview of all activity
•Station additional adults at furthest orienteering points
•Monitor entrance/exit points to out-of-bounds areas
•Circulate during activities to check on struggling pairs

Emergency Procedures

Three-whistle blast for immediate return to base. First aid kit available at base. Clear procedure for contacting school office if needed.