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Lesson 3 - Using Compass Points for Navigation

Navigation & Collaboration

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Year 4

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Outdoor Adventurous Activities

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Big Question

How can we use compass points to navigate accurately through our environment like real explorers?

Learning Objectives

Explain what a compass is and identify cardinal and intercardinal points
Describe how a compass can be used for navigation and orienteering
Use compass points to complete map reading and navigation tasks successfully

Key Outcomes

Students will confidently identify all eight compass points
Students will demonstrate understanding of compass use through practical navigation
Students will work cooperatively to solve orienteering challenges

Equipment & Resources Required

Cones

8 per group

Arrange in octagon formation representing 8 compass points

Alternative: Bean bags, hoops, or markers

Letter Cards (A-H)

8 sets

Place one letter under each cone, different arrangements per group

Alternative: Laminated paper, plastic cards

Cards

6 different routes per group

Pre-prepared with compass directions and answer spaces

Alternative: Photocopied worksheets, digital tablets

Score Sheets

6 per group

Correspond to each route card for self-checking

Alternative: Display boards, teacher checking

Chairs

1 per group of 6

Must have back support and be stable

Alternative: Benches against walls, strong stools

Numbered Papers

1 per pair

For recording letters found at each checkpoint

Alternative: Whiteboard pens and boards

Compass

1 per group (optional)

For demonstration and extension activities

Alternative: Compass apps on tablets, large demonstration compass

Key Vocabulary

Cardinal points

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

Intercardinal points

The four compass directions between the cardinal points: NE, SE, SW, NW

Compass

An instrument that shows direction, with a magnetic needle pointing to magnetic North

Navigation

The process of finding your way from one place to another using maps and compass

Route

A planned path or course taken to reach a destination

Orienteering

A sport where participants navigate between checkpoints using map and compass

Skill Progression Pathway

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

Prior Learning

Students know the four cardinal directions from previous lessons
Students can follow simple directional instructions
Students understand basic map symbols and features

Current Skills

Identifying intercardinal compass points
Reading and following compass-based navigation routes
Using teamwork for problem-solving challenges

Next Steps

Using compass bearings with degrees
Creating detailed maps with compass references
Advanced orienteering with multiple checkpoints

Milestone Indicators

Students correctly identify all 8 compass points within 10 seconds

Students complete navigation routes with 80% accuracy

Students demonstrate effective cooperation during team challenges

Key Teaching Points

North is always the reference point for compass navigation - establish this clearly at the start
Cardinal points (N, S, E, W) are the foundation - master these before adding intercardinal points
Navigation requires systematic approach - one direction at a time, check and record carefully
Safety in physical challenges depends on communication and gradual progression
Real exploration skills combine map reading, compass use, and teamwork
Accuracy in navigation comes from careful attention to detail, not speed
Trust and cooperation are essential for successful team challenges

Common Misconceptions

Thinking a compass shows where you are rather than which direction you're facing - clarify that compass shows direction, maps show location
Confusing cardinal and intercardinal points - use memory aids like 'NEWS' for cardinal points
Believing navigation should be fast - emphasise accuracy over speed for real navigation safety
Assuming physical challenges are about strength rather than coordination - highlight communication and teamwork
Thinking compass points are arbitrary - connect to real-world navigation and map use
Expecting immediate success in team challenges - normalize the need for practice and adjustment

SEN Adaptations

ADHD

Short, focused navigation routes initially, frequent movement breaks, clear visual boundaries, regular positive feedback and encouragement

dyspraxia

Slower-paced navigation activities, simplified route cards with larger text, additional practice time, supportive partner pairing

autism spectrum

Clear, predictable routine for navigation activities, visual schedule showing activity sequence, quiet space available if needed, advance warning of activity changes

visual impairment

Large, high-contrast compass point labels, tactile markers at cones, verbal descriptions of all visual demonstrations, buddy system for navigation

hearing impairment

Visual compass point cards, written route instructions, clear visual demonstrations, hand signals for directions

physical disability

Modified navigation using wheelchair-accessible routes, seated participation in teamwork challenges, adaptive equipment for route recording

Cross-Curricular Links

English

Following written instructions, using directional vocabulary, explaining navigation processes

Maths

Angles and turns when moving between compass points, measuring distances between cones, interpreting route sequences

Science

Magnetism and how compasses work, forces and balance during physical challenges

Geography

Cardinal and intercardinal directions, map symbols and orientation, navigation skills for fieldwork

PSHE

Team cooperation, trust building, problem-solving together, supporting others' learning

Teacher Guidance

Positioning

Central position allowing visibility of all groups during navigation, close supervision during physical challenges

Observation Focus

Navigation accuracy, safety awareness, team cooperation, compass concept understanding

Intervention Points

When students repeatedly navigate incorrectly, during unsafe physical positioning, when team cooperation breaks down

Demonstration Notes

Demonstrate: Exaggerate slow, careful navigation movements, show clear compass point positioning, model supportive communication during team challenges

Verbal Cues

•'Check your starting position before following the next direction'
•'Remember North is our reference point - where is North from here?'
•'Slow and steady - communication before movement'
•'Support each other - everyone's safety depends on teamwork'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor or outdoor space minimum 15m x 15m per group, additional space for multiple navigation courses

Surface Check

Level, non-slip surface suitable for walking and safe chair placement

Equipment Safety

Safety Checks

•Chairs checked for stability and back support
•Cones have no sharp edges or cracks
•Letter cards secured to prevent slipping hazards
•Route cards and clipboards in good condition

Risk Management

Key Risks

•Collisions during navigation activities
•Falls during 'sit on my knee' challenge
•Overbalancing during compass point sprinting
•Unsafe chair placement or use

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Chairs positioned against walls with back support
•Progressive building of physical challenges
•Constant supervision during team activities
•Clear safety instructions before each activity

Supervision & Emergency Procedures

Supervision Points

•Position to observe all navigation groups simultaneously
•Close supervision during physical challenges
•Monitor group dynamics during team activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, remove unsafe equipment, adapt activity if needed