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Lesson 8 - Map Navigation and Key Reading

Leadership & Navigation Skills

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can map reading skills help us navigate safely and efficiently in unfamiliar environments?

Learning Objectives

To be able to use a map to navigate around a course efficiently
To use a key to identify objects and locations accurately
To work effectively with a group to develop team navigation strategies

Key Outcomes

Students will demonstrate confident map orientation and navigation skills
Students will accurately interpret map symbols using keys
Students will show effective teamwork and communication during orienteering challenges

Equipment & Resources Required

Pencils

Distribute one per group, ensure sharp and ready to use

Alternative: Clipboards with pencils attached, waterproof pens

Whistles

Teacher carries for emergency and timing signals

Alternative: Air horn, bell for emergency signals

Maps

1 per group of 3

Pre-marked with controls and key, weatherproof if outdoors

Alternative: Laminated maps, digital maps on tablets

Cards

Different routes per group

Attached to clipboards, spaces for recording letters/symbols

Alternative: Digital recording sheets, answer booklets

Cones

10-15 markers

Positioned around course before lesson, visible but not obvious

Alternative: Laminated signs, numbered cones, QR codes

Key Vocabulary

Orientate

To position a map so it matches the real landscape around you

Key

A list that explains what symbols on a map represent

Control

A checkpoint on an orienteering course marked with a specific symbol or letter

Navigation

Finding your way from one place to another using a map and compass

Route

The path you take to get from one place to another

Skill Progression Pathway

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

Prior Learning

Basic understanding of symbols and pictures
Experience following simple directions
Basic teamwork and communication skills

Current Skills

Map orientation and navigation
Symbol interpretation using keys
Team strategy development

Next Steps

Advanced compass work
Route planning and creation
Leading expeditions and outdoor adventures

Milestone Indicators

Consistent map orientation without prompting

Quick symbol identification and interpretation

Natural leadership in navigation tasks

Key Teaching Points

Map orientation is essential before any navigation attempt
Keys are the secret to understanding any map symbols
Teamwork makes navigation more accurate and enjoyable
Regular position checking prevents getting lost
Safety boundaries must be understood and respected
Different teams can use different successful strategies
Practice map reading skills transfer to real outdoor adventures

Common Misconceptions

Maps only work when held 'right way up' - teach orientation to real landscape
All symbols are obvious - emphasise importance of checking keys
Navigation is about speed not accuracy - focus on careful map reading
One person should lead all navigation - promote shared team responsibility
Getting lost means failure - frame as learning opportunity
Maps are only for special activities - connect to everyday navigation needs

SEN Adaptations

ADHD

Shorter route segments, more frequent check-ins, fidget-friendly control cards, clear movement boundaries with visual markers

dyspraxia

Simplified maps with fewer details, longer time allowances, extra practice with map orientation, chunked instruction delivery

autism spectrum

Clear visual schedule of lesson progression, quiet zones available for sensory breaks, predictable routines, advance map familiarisation

visual impairment

Large print maps with bold symbols, tactile landmark identification, buddy system with clear verbal descriptions, high contrast control markers

hearing impairment

Visual hand signals for instructions, written control cards, vibrating whistle alternative, clear visual demonstrations of all tasks

physical disability

Modified routes with wheelchair/mobility aid access, seated navigation roles, alternative control marking methods, adapted equipment holding

Cross-Curricular Links

English

Following written instructions, technical vocabulary development, team communication skills

Maths

Scale and proportion understanding, grid references, measuring distances, angles and directions

Science

Environmental awareness, weather conditions affecting outdoor activities, magnetic compass principles

Geography

Map skills, symbols and keys, spatial awareness, cardinal directions, local area knowledge

PSHE

Team cooperation, leadership skills, problem-solving resilience, personal responsibility for safety

Teacher Guidance

Positioning

Central location with maximum visibility of course area, move to assist struggling groups while maintaining overview

Observation Focus

Monitor map orientation accuracy, team collaboration quality, navigation problem-solving, safety awareness

Intervention Points

Step in if groups become lost or separated, assist with team conflicts, provide navigation hints if severely struggling

Demonstration Notes

Show map orientation clearly, model team discussion, demonstrate control marking, emphasise safety procedures visibly

Verbal Cues

•'Check your map orientation first!'
•'Work together - three heads are better than one!'
•'Use your key to decode symbols!'
•'Keep tracking where you are on the map!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 50m x 50m, clear of major hazards, good visibility for supervision

Surface Check

Even ground suitable for running, no holes or dangerous obstacles, weather-appropriate conditions

Equipment Safety

Safety Checks

•Control markers securely positioned and visible
•Pencils sharp but safely managed
•Maps laminated and edge-safe
•Emergency whistle accessible to teacher

Risk Management

Key Risks

•Students becoming separated or lost during navigation
•Collisions while running between controls
•Weather exposure during outdoor activity
•Equipment loss or damage

Risk Mitigation

•Clear boundaries established and communicated before activity
•Emergency recall signal practiced and understood
•Teacher positioned for maximum visibility of course area
•Groups stay together during navigation challenges
•Regular headcounts and group check-ins

Supervision & Emergency Procedures

Supervision Points

•Position for clear sightlines across entire course area
•Monitor group dynamics and ensure collaboration
•Watch for students struggling with navigation or teamwork
•Maintain awareness of weather conditions and time limits

Emergency Procedures

Three long whistle blasts for immediate return, first aid kit accessible, emergency contact procedures known