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Lesson 1 - Map Navigation Skills

Creative Challenge Design

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we use maps and navigation skills to explore our environment safely and efficiently?

Learning Objectives

Work as a pair to successfully orient and follow a map
Select appropriate travelling pace for orienteering tasks
Develop collaborative problem-solving skills in outdoor environments

Key Outcomes

Students will demonstrate accurate map orientation using landmarks
Students will navigate between control points using different movement speeds
Students will work effectively in pairs to complete orienteering challenges

Equipment & Resources Required

Maps of School Grounds

1 per pair (15 maps)

Laminated for durability, stored in waterproof bags

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

Sun Markers

20-30 cones

Clearly visible, numbered, weatherproof

Alternative: Coloured cones, laminated cards, small flags

Score Sheets

1 per pair (15 sheets)

Protected in plastic wallets

Alternative: Clipboards with pencils, digital recording sheets

Small Foam Balls

12-16 balls

For warm-up activity, stored in equipment bag

Alternative: Soft foam balls, bean bags

Key Vocabulary

Orient

To position a map so that it aligns with the actual landscape

Control Point

A specific location marked on the map that participants must find

Navigation

The process of planning and following a route from one place to another

Landmark

A recognisable feature that helps with map orientation and navigation

Pace

The speed of movement - walking, jogging, or running

Skill Progression Pathway

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

Prior Learning

Basic understanding of maps and symbols
Experience following simple directions
Ability to work cooperatively with partners

Current Skills

Map orientation using landmarks
Navigation between control points
Pace selection for different terrains

Next Steps

Advanced route planning and optimization
Using compass bearings with maps
Leading groups in outdoor environments

Milestone Indicators

Confidently orients map without prompting

Navigates between control points independently

Explains navigation decisions to others

Key Teaching Points

Map orientation is the foundation of successful navigation - always start here
Partners must stay together and communicate constantly for safety and learning
Different terrains require different movement speeds - teach tactical thinking
Problem-solving when lost is a key skill - stop, orient, plan, move
Celebration of effort and improvement motivates continued outdoor learning
Real-world connections help students see relevance beyond PE lessons
Safety awareness must be maintained even during competitive activities

Common Misconceptions

Maps must always be held with north at the top - teach orientation to surroundings instead
Faster movement always leads to better results - emphasise accuracy over speed
Getting lost means failure - reframe as learning opportunity and problem-solving practice
One partner should lead all navigation - stress equal participation and shared decision-making
Control points should be visited in numerical order - explain flexibility in route planning

SEN Adaptations

ADHD

Break navigation into shorter segments, provide fidget tools during instruction time, use movement breaks, celebrate small successes frequently

dyspraxia

Simplify map handling with larger, clearer maps, provide extra practice time, use buddy system for support, modify recording requirements

autism spectrum

Provide visual schedule of lesson sequence, create quiet spaces for processing, use consistent routines and clear structure throughout

visual impairment

Use tactile maps with raised features, provide close adult support for navigation, emphasise verbal landmark descriptions and audio cues for direction

hearing impairment

Use visual signals and demonstrations for all instructions, provide written control point lists, ensure clear sight lines for lip reading

physical disability

Adapt routes for wheelchair access, provide alternative recording methods, allow motorised mobility aids, modify pace requirements

Cross-Curricular Links

English

Technical vocabulary development, explaining navigation processes, giving clear directions to partners, descriptive language for landmarks

Maths

Estimating distances in metres, scale relationships between map and reality, angles and directions, data recording on answer sheets

Science

Understanding forces affecting movement, weather conditions impact on outdoor activities, observation and recording skills

Geography

Map reading skills, compass directions, understanding aerial views and symbols, spatial awareness and location concepts

PSHE

Collaboration and teamwork skills, problem-solving resilience, leadership development, supporting others' learning

Teacher Guidance

Positioning

Move constantly around perimeter of activity area, ensuring visibility of all students while focusing on areas of highest activity

Observation Focus

Watch for: map orientation accuracy, partner collaboration quality, safe movement between control points, problem-solving approaches

Intervention Points

Step in if: pairs become separated, students venture outside boundaries, conflicts arise over navigation disagreements, safety rules are forgotten

Demonstration Notes

Demonstrate: Always model map orientation by physically turning the map and pointing between map features and real landmarks, show different paces clearly with exaggerated movements

Verbal Cues

•'Stop and orient your map before moving'
•'Work together - two heads are better than one'
•'Check your map matches what you can see'
•'Choose your pace wisely for the terrain'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 50m x 50m with clear boundaries, access to school landmarks

Surface Check

Check ground for holes, debris, wet patches, and ensure safe footing throughout course area

Equipment Safety

Safety Checks

•Check control point markers are securely placed and visible
•Ensure maps are not damaged with sharp edges
•Verify soft balls are appropriate size and condition for warm-up

Risk Management

Key Risks

•Students becoming separated from partners
•Tripping while looking at maps instead of ground
•Collision injuries during competitive activities
•Getting lost outside designated boundaries

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Pairs must stay together at all times rule
•Regular headcounts and supervision checks
•Emergency whistle signals taught and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of entire course area
•Move regularly to monitor different groups
•Maintain clear sight lines to all control points

Emergency Procedures

Stop all activity on whistle blast, account for all students, provide appropriate first aid, contact school office if serious incident