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Lesson 4 - Point to Point 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 effective teamwork and map reading skills help us navigate successfully from point to point?

Learning Objectives

To orientate a map correctly and locate specific points in sequence
To work effectively as a team member to navigate point-to-point courses
To develop decision-making skills when planning routes between orienteering points

Key Outcomes

Students will successfully orientate maps and navigate to multiple points in sequence
Students will demonstrate effective teamwork and communication during navigation challenges
Students will show improved confidence in outdoor environments and problem-solving situations

Equipment & Resources Required

Maps

1 per pair (15 maps)

Pre-mark courses and ensure maps show current lesson boundaries

Alternative: Hand-drawn school maps, laminated playground maps

Sun Markers

20-30 cones or flags

Place at distinctive features matching map symbols

Alternative: Coloured cones with numbers, laminated cards attached to fixed points

Compass

1 per pair (15 compasses)

Check all compasses are working and show north accurately

Alternative: Smartphone compass apps, simple button compasses

Whistles

1 per adult supervisor (3 whistles)

Establish clear whistle signals for stop, return, emergency

Alternative: Air horns, loud voice commands

Score Sheets

1 per pair (15 clipboards)

Include space for recording points found and times

Alternative: Plastic wallets, simple paper sheets

Key Vocabulary

Orientate

To align the map so that features match the real landscape around you

Point-to-point

A type of orienteering where you must visit specific points in a set order

Route planning

Thinking about the best path to take between orienteering points

Bearing

The compass direction you need to travel to reach your target

Out of bounds

Areas marked on the map where orienteers are not allowed to go

Skill Progression Pathway

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

Prior Learning

Basic understanding of compass directions (N, S, E, W)
Experience working in pairs during previous orienteering lessons
Ability to identify simple features on maps

Current Skills

Point-to-point navigation using orientated maps
Sequential route following and planning
Advanced teamwork and communication during navigation

Next Steps

Multi-leg orienteering courses with navigation choices
Competitive orienteering with scoring systems
Night or low-visibility navigation challenges

Milestone Indicators

Students can orientate maps without adult support

Teams complete courses efficiently with minimal confusion

Students demonstrate resilience when facing navigation challenges

Key Teaching Points

Map orientation is fundamental - maps must face the same direction as the real world
Partnership communication is essential for successful navigation and safety
Route planning before movement prevents confusion and builds confidence
Regular map checking during navigation maintains accuracy and prevents getting lost
Resilience and problem-solving are as important as technical navigation skills
Different challenge levels ensure all students can experience success and growth
Reflection and evaluation consolidate learning and build metacognitive skills

Common Misconceptions

Maps always show north at the top - teach that maps must be orientated to match surroundings
Following other people is navigation - emphasise independent map reading and decision making
Speed is more important than accuracy - focus on careful navigation over rushing
Only one person needs to navigate - stress equal partnership and shared responsibility
Getting lost means failure - frame challenges and mistakes as learning opportunities

SEN Adaptations

ADHD

Shorter navigation segments, clear visual boundaries, regular check-ins, movement breaks built in

dyspraxia

Simplified maps with fewer details, longer time allowances, step-by-step written instructions

autism spectrum

Clear visual schedules, predictable routines, quiet spaces available, advance warning of changes

visual impairment

Use large print maps with high contrast, provide tactile markers, buddy system with sighted partner

hearing impairment

Visual hand signals for instructions, written course cards, vibrating devices for recalls

physical disability

Wheelchair accessible routes, modified distances, alternative recording methods for found markers

Cross-Curricular Links

Maths

Measuring distances and directions, using coordinates and grid references, calculating bearing angles

Science

Magnetic properties of compass needles, understanding of magnetic north vs geographic north

Geography

Map reading skills, understanding symbols and keys, spatial awareness and cardinal directions

PSHE

Teamwork and cooperation, building resilience, taking responsibility for partner safety

Teacher Guidance

Positioning

Move between different vantage points to observe all pairs, avoid staying in one central location

Observation Focus

Watch for effective partnership, accurate map use, safety awareness, and problem-solving approaches

Intervention Points

Step in if students are unsafe, completely lost, or partnership breakdown occurs

Demonstration Notes

Demonstrate: Correct map holding technique, show how to orient map to match surroundings, model effective partner communication

Verbal Cues

•'Check your map orientation!'
•'Talk to your partner about the route!'
•'Look for landmarks that match your map!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum outdoor area 50m x 80m with varied terrain and distinctive features

Surface Check

Check for holes, uneven ground, wet areas, and remove debris from navigation routes

Equipment Safety

Safety Checks

•Verify all compasses are working accurately
•Check markers are securely attached and visible
•Ensure whistles are loud enough for area coverage
•Confirm maps are current and show accurate boundaries

Risk Management

Key Risks

•Students becoming lost or separated from partners
•Injuries from uneven outdoor terrain
•Adverse weather conditions
•Students entering unsafe or out-of-bounds areas

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Adult supervisors positioned for maximum area visibility
•Emergency whistle signals practiced and understood
•Weather monitoring with indoor alternatives prepared

Supervision & Emergency Procedures

Supervision Points

•Position staff to observe all navigation routes
•Maintain line of sight with struggling pairs
•Regular headcounts during extended navigation activities

Emergency Procedures

Stop activity immediately on whistle signal, account for all students, provide appropriate first aid, contact emergency services if required