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Lesson 6 - Photography Orienteering Challenge

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 photographic clues and technology to explore and navigate our school environment safely and effectively?

Learning Objectives

To identify control locations using photographic clues accurately
To use technology (iPad) safely and effectively for navigation and recording
To demonstrate teamwork and communication skills during outdoor challenges

Key Outcomes

Students will successfully locate controls using photographic clues and map references
Students will capture high-quality photographs of interesting school locations using iPads
Students will work collaboratively to solve navigation challenges and support teammates

Equipment & Resources Required

iPads

1 per pair (15)

Fully charged, protective cases fitted, photography app ready

Alternative: Digital cameras, smartphones with teacher supervision

Maps

1 per pair (15)

Weather-resistant lamination, clearly marked key locations

Alternative: Hand-drawn site maps, aerial photographs

Cones

8-10 sets

Placed at photographed locations before lesson begins

Alternative: Numbered cards in waterproof wallets

Hoops

4 (2 per circle)

Large enough for children to pass through easily

Alternative: Rope circles, pool noodles formed into circles

Coloured Cones

4 (different colours)

Positioned for assessment groupings at lesson end

Alternative: Coloured mats, painted markers

Photographs

8-10 sets

Laminated, various difficulty levels, clear image quality

Alternative: Hand-drawn location sketches

Key Vocabulary

Control

A checkpoint marker placed at specific locations during orienteering activities

Orienteering

Navigation sport using map and compass to find specific locations

Bearing

The direction from one point to another, measured in degrees

Route Planning

Deciding the best path to take between multiple checkpoints

Navigation

The process of finding your way from one place to another

Skill Progression Pathway

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

Prior Learning

Basic map reading skills and compass directions
Understanding of school site layout and key landmarks
Experience working cooperatively in small groups

Current Skills

Using photographic clues for navigation
Operating basic technology for recording and navigation
Problem-solving in outdoor environments

Next Steps

Using more complex navigation tools and techniques
Creating detailed route plans and risk assessments
Leading groups independently in outdoor challenges

Milestone Indicators

Accurately matches photographs to real locations consistently

Uses iPad confidently without adult support

Takes leadership role in group navigation decisions

Key Teaching Points

Systematic observation and analysis of photographic clues leads to successful navigation
Effective communication and teamwork are essential for solving challenging problems together
Technology tools like iPads can enhance learning when used safely and purposefully
Different perspectives and angles can make navigation challenges more interesting and complex
Outdoor learning connects classroom skills to real-world exploration and adventure
Self-motivation and persistence help overcome navigation challenges and build confidence
Peer recognition and encouragement create positive learning environments for everyone

Common Misconceptions

Students may think the first guess is always correct - teach systematic analysis before movement
Technology is just for entertainment - demonstrate how iPads enhance learning and navigation skills
Navigation is only about maps and compasses - show how observation and problem-solving are equally important
Outdoor learning is less structured than indoor lessons - emphasise planning and systematic approaches
Competition means winning at all costs - focus on personal improvement and team collaboration
Photography is just pointing and clicking - teach composition, perspective, and purposeful image creation

SEN Adaptations

ADHD

Regular movement breaks, clear time boundaries, immediate feedback and positive reinforcement

dyspraxia

iPad with extra protective case, simplified map layouts, additional time for navigation planning

autism spectrum

Clear structure with visual schedule, quiet zones available, predictable routine with advance warning of changes

visual impairment

Audio descriptions of photographic clues, buddy system for navigation, tactile landmarks for orientation

hearing impairment

Visual communication signals, written instruction cards, clear visual demonstrations of all activities

physical disability

Adapted routes for wheelchair access, partner assistance for equipment handling, modified control positions

Cross-Curricular Links

English

Following complex instructions, team communication, describing locations and giving directions

Maths

Directions and angles, measuring distances, timing and recording data accurately

Science

Light and cameras, technology and digital photography, observation and recording skills

Art

Photography composition, visual observation skills, creative perspective and framing

Computing

Digital photography, safe technology use, organising and storing digital information

Geography

Map work, directions, using photographic evidence, understanding local environment and landmarks

Teacher Guidance

Positioning

Central verification point with clear sight lines to all investigation areas, mobile positioning during activity phases

Observation Focus

Team communication patterns, problem-solving approaches, safe equipment handling, engagement levels

Intervention Points

Technology difficulties, team conflicts, safety concerns, students struggling with challenge difficulty

Demonstration Notes

Model careful observation techniques, show proper iPad handling, demonstrate positive team communication

Verbal Cues

•'Discuss your ideas before moving'
•'Two hands on the iPad always'
•'What details can you see in this photograph?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school site access required, minimum 50m x 50m outdoor area, clear sight lines for supervision

Surface Check

Check all outdoor surfaces for hazards, ensure pathways are clear and safe for movement

Equipment Safety

Safety Checks

•iPad protective cases fitted and checked for damage
•Control markers positioned away from vehicle areas and hazards
•All small equipment pieces counted and secured

Risk Management

Key Risks

•Technology damage from drops or weather exposure
•Students becoming separated from group during navigation
•Slips and trips on outdoor surfaces
•Collision with fixed outdoor structures

Risk Mitigation

•Mandatory two-handed iPad carrying technique
•Clear boundaries established and regularly reinforced
•Teacher maintains visual contact with all teams
•Control markers positioned away from high-risk areas

Supervision & Emergency Procedures

Supervision Points

•Central position for equipment verification and team check-ins
•Regular circulation to monitor all team locations
•Clear communication system for team returns

Emergency Procedures

Whistle signal for immediate return to base, first aid kit available, mobile contact with school office