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Lesson 2 - Compass Points and Team Navigation

Navigation & Collaboration

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Year 4

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Outdoor Adventurous Activities

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45 min

Big Question

How can we use compass points and teamwork to navigate challenges when we can't see?

Learning Objectives

Recognise and locate the four main compass points (North, South, East, West)
Operate effectively as part of a team to solve navigation problems
Listen carefully to instructions and provide clear directions to others

Key Outcomes

Students will demonstrate knowledge of the four cardinal compass points
Students will work collaboratively to complete team challenges
Students will show improved communication and listening skills in navigation tasks

Equipment & Resources Required

Cones

4 (different colours if possible)

Place one in each corner of the activity space to represent compass points

Alternative: Coloured markers, bean bags, or chairs

Rope

1 per group (approximately 10 metres each)

Tie ends together to form a loop for each group

Alternative: Skipping ropes tied together, climbing rope

Blindfolds

6-8 per group

Ensure blindfolds are comfortable and completely block vision

Alternative: Fabric strips, eye masks, or students close eyes

Compass

1 for demonstration

Use for teaching compass points and demonstration

Alternative: Compass app on tablet, large wall compass

Cards

1 set per group

Include circle, square, triangle, diamond, star shapes

Alternative: Draw shapes on whiteboard, verbal descriptions

Key Vocabulary

Compass

An instrument showing the direction of magnetic north and bearings from it

Cardinal Points

The four main compass directions: North, South, East, and West

Navigation

The process of planning and following a route from one place to another

Bearing

A direction or path along which something moves

Orienteering

A sport involving navigation using a map and compass

Skill Progression Pathway

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

Prior Learning

Basic understanding of directions (left, right, forwards, backwards)
Experience working in small groups
Familiarity with following simple instructions

Current Skills

Recognition of cardinal compass points
Team communication and leadership skills
Problem-solving through collaboration

Next Steps

Using compass bearings and intermediate points
Map reading and orienteering skills
Advanced team navigation challenges

Milestone Indicators

Can identify all four compass points without prompting

Demonstrates clear verbal communication when directing others

Shows resilience when facing navigation challenges

Key Teaching Points

Compass points are fixed directions that help us navigate anywhere in the world
Clear communication using names and specific directions is essential for teamwork
Leadership involves patience, encouragement, and breaking complex tasks into simple steps
Trust and listening are crucial when working as a team without sight
Problem-solving often requires trying different approaches and learning from mistakes
Navigation skills connect to real-world activities like hiking, sailing, and using maps
Both giving and following instructions are valuable skills that require practice

Common Misconceptions

Compass points change depending on where you are - explain they are fixed directions
North is always 'up' - clarify this is only true on maps, not in real space
Louder instructions are always better - emphasise clarity over volume
Only the leader needs to communicate - encourage team members to ask questions
Shapes must be perfect immediately - stress that learning involves improvement over time

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear boundaries and regular check-ins, celebrate achievements frequently

dyspraxia

Allow extra time for coordination tasks, provide simplified movement patterns, offer additional verbal cues for spatial awareness

autism spectrum

Provide clear structure and routine, offer quiet break zones, use visual schedule for lesson progression, maintain consistent expectations

visual impairment

Use verbal descriptions for all activities, provide tactile rope guidance, ensure clear audio instructions throughout

hearing impairment

Use visual demonstrations and written instructions, establish hand signal system, provide visual cues for compass directions

physical disability

Adapt role to suit mobility - focus on leadership/instruction giving, modify movements as needed, ensure accessible participation

Cross-Curricular Links

English

Descriptive language, clear verbal communication, listening and speaking skills

Maths

Geometry through shape creation, spatial awareness, angles and directions

Science

Understanding magnetism in compasses, forces and directions

Geography

Cardinal compass points, map reading skills, understanding directions and navigation

PSHE

Leadership skills, teamwork, trust building, resilience and perseverance

Teacher Guidance

Positioning

Central position allowing view of all groups, move to support struggling teams

Observation Focus

Monitor communication quality, team cooperation, safety during blindfolded activities

Intervention Points

Step in if groups become frustrated, provide hints for struggling leaders, ensure safety protocols

Demonstration Notes

Model clear verbal instructions, show enthusiastic leadership, demonstrate patience with team challenges

Verbal Cues

•'Take your time, accuracy is more important than speed'
•'Use people's names when giving directions'
•'Listen carefully before moving'
•'Great communication, that was really clear!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 15m, or outdoor area with clear boundaries

Surface Check

Non-slip surface essential, check for obstacles and trip hazards

Equipment Safety

Safety Checks

•Inspect ropes for fraying or damage before use
•Ensure blindfolds are clean and comfortable
•Check cones are stable and visible

Risk Management

Key Risks

•Collisions between blindfolded students
•Trips and falls when moving without sight
•Rope entanglement creating hazards

Risk Mitigation

•Maintain clear movement zones between groups
•Emphasise slow, careful movement when blindfolded
•Teacher supervision of all blindfolded activities
•Clear boundaries and safe zones established

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Move between groups during blindfolded activities
•Monitor group dynamics and intervention needs

Emergency Procedures

Immediate 'STOP' call if safety concerns arise, remove blindfolds quickly, assess any injuries and provide appropriate first aid