Lesson 8 - Map Navigation and Orienteering
Team Resilience & Problem Solving
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we use maps and symbols to navigate safely and efficiently in unfamiliar environments?
Learning Objectives
- To navigate around a course using a map with accuracy and confidence
- To interpret and use a key to identify objects and locations on a map
- To work collaboratively in teams to develop and implement navigation strategies
Key Outcomes
- Students will successfully navigate an orienteering course using map and compass skills
- Students will demonstrate understanding of map symbols and keys through practical application
- Students will show effective teamwork and communication during navigation challenges
Equipment & Resources Required
Pre-marked with control locations and key symbols
Alternative: Hand-drawn site plans, aerial photos with overlays
Placed at easily monitored locations around site
Alternative: Laminated letters/numbers, coloured cones with signs
Grid format for recording letters found at each control
Alternative: Recording sheets, clipboards with answer grids
Attached to clipboards or control cards with string
Alternative: Pens, dry-wipe markers
Three long blasts = return to start immediately
Alternative: Voice commands, visual signals
Key Vocabulary
To position a map so it matches the direction you are facing in real life
A list of symbols on a map that explains what each symbol represents
A checkpoint marked on orienteering courses that participants must visit
The process of finding your way from one place to another using maps and directions
A simple picture or sign on a map that represents a real object or feature
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of maps and aerial views
- Experience following simple directions
- Ability to work cooperatively in small groups
Current Skills
- Map orientation and position identification
- Symbol interpretation using a key
- Team navigation and strategy development
Next Steps
- Advanced compass work and bearing taking
- Route planning and risk assessment
- Competitive orienteering techniques
Milestone Indicators
Key Teaching Points
- Map orientation is fundamental to all navigation - always check this first
- Use multiple landmarks for position confirmation rather than relying on single references
- Encourage systematic approaches to navigation rather than random exploration
- Teamwork and communication are as important as technical navigation skills
- Build confidence through successful experiences before increasing challenge levels
- Connect map symbols directly to real-world features students can see
- Safety boundaries and signals must be clearly understood and consistently enforced
Common Misconceptions
- Maps should be held in one fixed direction rather than oriented to match surroundings
- Navigation is about speed rather than accuracy and systematic approach
- Only one person in the group needs to understand the map
- Map symbols are decorative rather than essential information tools
- Getting lost is failure rather than part of the learning process
- Individual competition is more important than team collaboration
SEN Adaptations
ADHD
- Frequent movement breaks built into activities, clear boundaries and expectations, regular positive feedback, shorter focus periods with variety
dyspraxia
- Simplified maps with fewer details, extra practice time for skill development, supportive group members, alternative recording methods
autism spectrum
- Clear structure with predictable routines, visual schedule of lesson activities, quiet spaces available if needed, advance warning of transitions
visual impairment
- Large print maps with high contrast, tactile landmarks for navigation reference, buddy system with clear verbal descriptions of surroundings
hearing impairment
- Visual signals instead of whistle, written instruction cards, clear visual demonstrations of all navigation techniques
physical disability
- Modified routes with accessible paths, seated navigation activities, adapted equipment handling as needed
Cross-Curricular Links
English
Following written instructions, communication and discussion skills, vocabulary development with technical terms
Maths
Coordinates and grid references, measuring distances, time calculations for route completion, pattern recognition in map symbols
Science
Forces and movement in navigation, weather awareness, observation and recording skills
Geography
Map reading skills, symbol interpretation, scale and direction concepts, location and place understanding
PSHE
Teamwork and cooperation, leadership skills, problem-solving strategies, building resilience and confidence
Teacher Guidance
Positioning
Maintain central position during instruction, mobile supervision during orienteering course with good sightlines to all areas
Observation Focus
Watch for accurate map orientation, effective teamwork, safe movement within boundaries, and systematic navigation approaches
Intervention Points
Step in when groups appear lost or unsafe, when students go beyond boundaries, or when teamwork breaks down
Demonstration Notes
Show map orientation clearly with exaggerated movements, demonstrate control identification process, model effective teamwork and communication
Verbal Cues
- •'Check your map orientation first'
- •'What landmarks can you see?'
- •'Work together to solve this'
- •'Stay within our agreed boundaries'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area (minimum school playground size) with varied landmarks and features for navigation reference
Surface Check
Safe walking surfaces free from holes, debris, or other hazards that could cause trips or falls
Equipment Safety
Safety Checks
- •Check pencils have erasers rather than sharp points
- •Ensure maps are weather-appropriate and clearly readable
- •Verify control markers are securely placed and visible
- •Confirm whistle is loud enough for all areas of course
Risk Management
Key Risks
- •Students becoming separated from groups during navigation
- •Getting lost or going beyond defined boundaries
- •Collision injuries during jogging activities
- •Weather exposure during extended outdoor activity
Risk Mitigation
- •Clear boundaries established and communicated
- •Groups required to stay together at all times
- •Emergency whistle signal understood by all
- •Teacher maintains mobile supervision throughout
- •Controls placed only in safe, visible locations
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all course areas
- •Mobile supervision during independent navigation
- •First aid kit accessible throughout lesson
- •Clear recall signal established and practiced
Emergency Procedures
Three whistle blasts for immediate return to start point, headcount after activities, clear procedure for contacting school office if needed