Lesson 3 - Memory and Navigation Skills
Trust & Creative Challenges
•Year 5
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we use memory strategies to become better navigators and problem solvers?
Learning Objectives
- Use memory and recall skills to navigate to destinations using visual clues
- Apply memory methods to remember and recall objects and locations
- Identify real-life situations where memory and recall skills are important
Key Outcomes
- Students will navigate successfully using photo clues and memory techniques
- Students will demonstrate improved recall through repeated practice
- Students will make connections between memory skills and real-world applications
Equipment & Resources Required
Print and laminate, place face down in centre of activity area
Alternative: Picture cards, object cards, or digital images on tablets
Place at actual locations shown in photos, slightly hidden to encourage searching
Alternative: Laminated cards, cones with attached information, QR codes
Provide pencils or pens, ensure sheets are numbered 1-10
Alternative: Small notebooks, clipboards with paper, digital recording apps
For timing memory challenges and staggered starts
Alternative: Phone timer, classroom clock with second hand
Key Vocabulary
The process of planning and following a route from one place to another
The ability to retrieve and remember information that has been stored in memory
Information we can see that helps us identify locations or solve problems
A specific location marked for navigation activities where information is collected
A planned approach or method to achieve a goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of school layout and familiar areas
- Experience with simple memory games
- Ability to follow visual instructions
Current Skills
- Using visual clues for navigation
- Applying memory strategies for recall
- Understanding practical applications of memory skills
Next Steps
- Map reading and compass work
- Route planning and way-finding
- Advanced orienteering techniques
Milestone Indicators
Key Teaching Points
- Memory is a skill that improves with practice and strategic thinking
- Visual observation skills directly support navigation and problem-solving
- Systematic approaches are more effective than random guessing
- Safety rules enable everyone to participate confidently in activities
- Real-world applications make school learning relevant and meaningful
- Cooperation and support help everyone achieve better results
- Reflection on learning helps consolidate skills and build confidence
Common Misconceptions
- Memory ability is fixed and cannot be improved - demonstrate improvement through practice
- Navigation is just about running fast - emphasise observation and systematic searching
- Competition is more important than cooperation - focus on personal improvement and helping others
- PE skills don't connect to other subjects - explicitly link to geography, science, and daily life
- Making mistakes means failure - frame errors as learning opportunities and steps toward success
SEN Adaptations
ADHD
- Shorter activity bursts with regular check-ins, clear physical boundaries, immediate feedback and encouragement, movement breaks as needed
dyspraxia
- Extra practice time for memory activities, simplified navigation routes, additional verbal instructions, celebration of all achievements
autism spectrum
- Clear visual schedule of activities, advance warning of transitions, quiet zones available, consistent routine and expectations
visual impairment
- Larger, high-contrast photo cards, partner support for navigation, tactile clues at control points, verbal descriptions of locations
hearing impairment
- Visual signal cards for instructions, written activity cards, clear demonstration of all activities, buddy system for communication
physical disability
- Modified river crossing with seated or walking version, accessible photo locations only, extended time for movement between locations
Cross-Curricular Links
English
Vocabulary development with navigation terms, descriptive language for locations, following complex instructions
Maths
Number sequencing with photo cards, time management during challenges, data comparison of before/after scores
Science
Memory and brain function, how practice improves performance, observation and recording skills
Geography
Map reading skills, understanding of directions and locations, use of visual clues for navigation
PSHE
Teamwork and cooperation, resilience when facing challenges, helping others and building confidence
Teacher Guidance
Positioning
Central location during group activities for maximum visibility, mobile during navigation phase to monitor and support
Observation Focus
Safety compliance during movement activities, systematic approach to problem-solving, quality of cooperation and communication
Intervention Points
Step in if unsafe behaviour during tagging, provide hints for navigation difficulties, support students struggling with memory challenges
Demonstration Notes
Model detective enthusiasm and curiosity, show systematic observation techniques, demonstrate safe movement and sporting behaviour
Verbal Cues
- •'Think like a detective - observe carefully!'
- •'Safe tagging only - remember our rules!'
- •'Study the photo thoroughly before setting off!'
- •'What memory strategies are working for you?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area for river crossing (minimum 15m x 20m), access to various school locations for photo trail
Surface Check
Check playground/outdoor surfaces for wet, uneven, or hazardous areas before navigation activities
Equipment Safety
Safety Checks
- •Ensure laminated photo cards have no sharp edges
- •Check control point markers are securely attached and visible
- •Verify boundary markers are stable and clearly visible
Risk Management
Key Risks
- •Slips and falls during river crossing game
- •Collisions between students during chase activity
- •Students entering unsafe or restricted areas during navigation
- •Getting lost or separated during photo trail activity
Risk Mitigation
- •Clear safety rules for tagging (waist to shoulders only)
- •Establish and maintain clear boundaries for all activities
- •Teacher positioned for maximum visibility during activities
- •Regular headcounts and check-ins during navigation phase
Supervision & Emergency Procedures
Supervision Points
- •Central position during river crossing for full activity visibility
- •Mobile supervision during photo trail with regular student location checks
- •Clear emergency assembly point established and communicated
Emergency Procedures
Stop signal established for immediate activity halt, first aid kit accessible, clear route to school office, mobile phone for emergency contact