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Lesson 5 - Map Reading and Orienteering Skills

Map Skills & Team Solutions

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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 clues to navigate our school grounds like real explorers?

Learning Objectives

To identify areas of school grounds using a map with increasing accuracy
To orientate a map and locate controls using key features
To think creatively and work collaboratively to solve navigation challenges

Key Outcomes

Students will successfully use a map to locate multiple controls around school grounds
Students will demonstrate improved map orientation skills using landmarks
Students will solve navigation puzzles through teamwork and problem-solving

Equipment & Resources Required

Maps

1 per pair (15 copies)

Laminated for weather protection, clearly marked with 15-20 numbered locations

Alternative: Hand-drawn simple maps, aerial photos

Markers Cones

15-20

Each marked with number and letter, placed at mapped locations

Alternative: Laminated cards, small flags, coloured markers

Whiteboards

1 per pair (15)

With wipeable pens attached

Alternative: Recording sheets, clipboards with paper

Cards

20 pairs

Laminated photos of distinctive school features

Alternative: Printed descriptions, landmark sketches

Letter Cards for Anagrams

Complete sets for 6 groups

Letters spelling sports names: TENNIS, SQUASH, SOCCER, HOCKEY, BOXING

Alternative: Written clues, number codes

Balls

1 per team (6 balls)

Suitable for passing activities

Alternative: Bean bags, tennis balls, foam balls

Stopwatch

For timing activities and challenges

Alternative: Phone timer, large clock

Key Vocabulary

Orientate

To position a map so it matches the direction you are facing in real life

Control

A marked checkpoint that orienteers must visit to collect information

Navigate

To find your way from one place to another using a map

Landmark

A distinctive feature that helps you know where you are on a map

Anagram

Letters rearranged to spell a different word

Skill Progression Pathway

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

Prior Learning

Basic understanding of maps from geography lessons
Experience following simple directions
Ability to work in pairs and small groups

Current Skills

Map orientation using landmarks
Recording information while moving
Team navigation and problem-solving

Next Steps

Advanced orienteering with compass bearings
Independent route planning
Leading expedition-style activities

Milestone Indicators

Can orientate map within 30 seconds using visible landmarks

Successfully locates 80% of controls within time limit

Demonstrates clear improvement between first and second course

Key Teaching Points

Always orientate the map before attempting to navigate to any control
Use multiple landmarks to verify map orientation accuracy
Encourage systematic rather than random approaches to control location
Emphasise teamwork and communication throughout all navigation challenges
Connect orienteering skills to real-world exploration and geography learning
Celebrate improvement and effort alongside achievement and attainment
Maintain safety through clear boundaries and continuous supervision

Common Misconceptions

Maps should always be held upright like a book - correct by demonstrating horizontal orientation
You can navigate without orientating the map first - show the importance of matching map to reality
Orienteering is just about running fast - emphasise thinking and problem-solving elements
Working individually is faster than teamwork - demonstrate benefits of collaboration
Getting lost means failure - reframe as learning opportunity and problem-solving practice

SEN Adaptations

ADHD

Shorter navigation challenges, frequent check-ins, clear physical boundaries

dyspraxia

Simplified maps with key landmarks only, extra time for recording, pair support

autism spectrum

Clear visual schedule of activities, quiet zones available, predictable lesson structure

visual impairment

Large print maps, tactile markers at controls, buddy system with sighted partner

hearing impairment

Visual instruction cards, hand signals for navigation, written challenge sheets

physical disability

Modified route options, assistance with map handling, alternative recording methods

Cross-Curricular Links

English

Following written instructions, solving word puzzles, communication and teamwork vocabulary

Maths

Addition of control numbers, problem-solving with anagrams, measuring distances and times

Science

Understanding direction and navigation, forces and movement, observation and recording skills

Geography

Map reading skills, understanding symbols and scale, using coordinates and grid references

PSHE

Teamwork and cooperation, building confidence, perseverance in problem-solving

Teacher Guidance

Positioning

Central outdoor location with clear sight lines to all navigation areas

Observation Focus

Monitor map orientation techniques, safety during movement, accuracy of recording

Intervention Points

Support struggling pairs with map reading, ensure safety protocols maintained

Demonstration Notes

Demonstrate: Clear map orientation using visible landmarks, show systematic approach to navigation

Verbal Cues

•'Orientate your map first!'
•'Use your landmarks!'
•'Work together as a team!'
•'Check your recordings!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school grounds access including playground and field areas, minimum 100m x 50m

Surface Check

Check all navigation areas for hazards, ensure safe access to all control locations

Equipment Safety

Safety Checks

•Ensure control markers are securely positioned and visible
•Check whiteboards and pens are safe and functional
•Verify maps are current and accurate

Risk Management

Key Risks

•Students running unsafely between controls
•Getting lost or separated from groups
•Slips and falls on uneven outdoor surfaces

Risk Mitigation

•Clear boundaries established for navigation area
•Time limits prevent students going too far
•Pairs stay together at all times
•Teacher positioned with overview of all activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of navigation area
•Regular visual checks on all pairs during activities
•Clear recall signal for emergency stops

Emergency Procedures

Whistle signal for immediate return to base, first aid kit accessible, clear procedure for missing students