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Lesson 8 - Map Navigation and Orienteering

Team Resilience & Problem Solving

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Year 5

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Outdoor Adventurous Activities

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Big Question

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

Maps

10 copies (1 per group of 3)

Pre-marked with control locations and key symbols

Alternative: Hand-drawn site plans, aerial photos with overlays

Cones

10-15 numbered markers

Placed at easily monitored locations around site

Alternative: Laminated letters/numbers, coloured cones with signs

Cards

10 different routes

Grid format for recording letters found at each control

Alternative: Recording sheets, clipboards with answer grids

Pencils

10 pencils

Attached to clipboards or control cards with string

Alternative: Pens, dry-wipe markers

Whistles

1 absolute

Three long blasts = return to start immediately

Alternative: Voice commands, visual signals

Key Vocabulary

Orientate

To position a map so it matches the direction you are facing in real life

Key/Legend

A list of symbols on a map that explains what each symbol represents

Control

A checkpoint marked on orienteering courses that participants must visit

Navigation

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

Symbol

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

Consistently orients map to match surroundings

Accurately identifies location using map features

Effectively leads or supports team navigation decisions

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