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Lesson 5 - Map Reading and 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 maps effectively to navigate and work together to solve problems?

Learning Objectives

Use a map to follow a course accurately
Work cooperatively with a partner to achieve shared goals
Evaluate performance and identify areas for improvement

Key Outcomes

Students will demonstrate basic map reading skills by following marked routes
Students will show effective communication and cooperation with their partner
Students will reflect on their success and suggest improvements

Equipment & Resources Required

Coloured Cones

25 (4 different colours minimum)

Place in corners for warm-up, then position around course for main activity

Alternative: Coloured bean bags, hoops, or markers

Cards

30-40 cards with numbers 0-9

Each pair needs different starting routes to avoid congestion

Alternative: Hand-drawn maps on paper, laminated cards

Score Sheets

1 per pair (15 sheets)

Pre-prepared with route calculation spaces

Alternative: Whiteboards and pens, clipboards with paper

Hoops

2-3 hoops

Central position for warm-up caller activity

Alternative: Marked circles on floor, rope circles

Blindfolds

2-3 items

For caller in warm-up activity - ensure hygiene

Alternative: Hands over eyes, turning with eyes closed

Key Vocabulary

Map

A drawing that shows the layout of an area from above, using symbols and markers

Route

A planned path or course to follow from one place to another

Navigation

The skill of finding your way using maps, signs, or landmarks

Cooperation

Working together effectively to achieve a shared goal

Landmark

A recognisable feature that helps you know where you are

Skill Progression Pathway

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

Prior Learning

Basic understanding of directions (left, right, forward, back)
Experience working in pairs during PE activities
Familiarity with following simple instructions

Current Skills

Reading and interpreting basic maps with symbols
Following sequential routes marked on maps
Communicating location and direction information to partners

Next Steps

Using compass directions with maps
Creating their own route maps for others to follow
Problem-solving in outdoor environments using maps

Milestone Indicators

Can identify start and finish points on a map

Follows route sequences in correct order

Communicates findings clearly to partner

Key Teaching Points

Always emphasise accuracy over speed in navigation tasks
Model excellent partner cooperation and communication throughout
Make clear connections between map symbols and physical reality
Celebrate effort and teamwork as much as successful route completion
Provide immediate feedback during route following activities
Ensure all students experience success regardless of ability level
Use positive language to build confidence in map reading skills

Common Misconceptions

Maps are too difficult for young children to understand - address by starting with simple, clear symbols
Faster completion means better navigation - emphasise that accuracy and teamwork are more important
One person should lead all the navigation - teach that good partnerships involve shared responsibility
Getting lost or making mistakes is failure - frame errors as learning opportunities
Map reading is only useful for hiking - connect to everyday use of maps and directions

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and movement guidelines, offer regular positive feedback

dyspraxia

Simplify map symbols, provide additional practice time, offer larger equipment and clearer visual markers

autism spectrum

Provide clear structure and routine, offer quiet zone for breaks, use visual schedules for activity sequence

visual impairment

Use high contrast coloured cones, provide tactile map elements, assign sighted partner for navigation support

hearing impairment

Use visual cues and hand signals, provide written instructions, ensure clear sight lines for demonstrations

physical disability

Adapt course layout for wheelchair access, provide alternative participation roles like route planning or timekeeping

Cross-Curricular Links

English

Following written instructions, using technical vocabulary, verbal communication with partners

Maths

Following number sequences, basic arithmetic calculations, understanding coordinates and position

Science

Understanding different perspectives and viewpoints, observation and recording skills

Geography

Map reading skills, understanding symbols and scale, spatial awareness and direction

PSHE

Cooperation and teamwork, communication skills, persistence and resilience

Teacher Guidance

Positioning

Move continuously around course area to observe all pairs, central position during demonstrations

Observation Focus

Watch for map reading accuracy, partner cooperation quality, and engagement levels

Intervention Points

Step in when pairs struggle with map reading, when cooperation breaks down, or when safety is compromised

Demonstration Notes

Demonstrate: Always model the complete process slowly, show enthusiasm for navigation skills, emphasise cooperation over competition

Verbal Cues

•'Check your map position first!'
•'Work together, help each other!'
•'Take your time, accuracy matters!'
•'Celebrate your teamwork!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m or outdoor hard surface area with clear boundaries

Surface Check

Even, non-slip surface free from obstacles, adequate lighting for map reading

Equipment Safety

Safety Checks

•Check cones are stable and not cracked
•Ensure number cards are securely attached
•Verify pencils have safe tips, answer sheets are not torn

Risk Management

Key Risks

•Collisions between pairs moving around course
•Trips over equipment during navigation
•Students becoming frustrated with map reading difficulties

Risk Mitigation

•Clear movement pathways established with adequate spacing
•Demonstrate safe movement speeds around course
•Provide support for students struggling with map reading
•Monitor competitive pressure during championship activity

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs simultaneously
•Move around course to provide equal attention
•Monitor partnership dynamics for signs of stress

Emergency Procedures

Stop all activity immediately, assess situation, provide first aid if required, reorganise activity if needed