Lesson 1 - Map Navigation Skills
Creative Challenge Design
•Year 6
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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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
Laminated for durability, stored in waterproof bags
Alternative: Hand-drawn site plans, aerial photos with overlays
Clearly visible, numbered, weatherproof
Alternative: Coloured cones, laminated cards, small flags
Protected in plastic wallets
Alternative: Clipboards with pencils, digital recording sheets
For warm-up activity, stored in equipment bag
Alternative: Soft foam balls, bean bags
Key Vocabulary
To position a map so that it aligns with the actual landscape
A specific location marked on the map that participants must find
The process of planning and following a route from one place to another
A recognisable feature that helps with map orientation and navigation
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
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