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Lesson 7 - Navigational Skills and Map 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 we use maps and teamwork to navigate successfully through challenging terrain?

Learning Objectives

To develop advanced navigational skills and accurate map reading techniques
To work effectively with a partner using clear communication and shared decision-making
To orientate maps efficiently whilst moving around a course

Key Outcomes

Students will successfully navigate multiple orienteering courses using map reading skills
Students will demonstrate effective partnership working and role sharing
Students will show improved map orientation and spatial awareness

Equipment & Resources Required

Cones

Place according to teachers copy map document, ensuring numbers are hidden underneath

Alternative: Spot markers, bean bags, or laminated number cards

Pencils

15 (1 per pair)

Distribute with record sheets, ensure all have working erasers

Alternative: Pens, clipboards with attached pencils

Mats

15 copies (one per pair)

Pre-highlight cardinal points, ensure clear printing for visibility

Alternative: Laminated versions for reuse, digital tablets with map display

Clues Document

20 mathematical problems (cut up)

Cut individual problems and secure under corresponding numbered cones

Alternative: QR codes linking to digital problems, picture-based challenges

Score Sheets

Include team names and clear spaces for recording mathematical solutions

Alternative: Digital recording apps, laminated sheets with dry-wipe markers

Cards

Multiple sets of different routes

Prepare various routes of different complexities for progressive challenge

Alternative: Colour-coded route cards, differentiated difficulty levels

Maps

1 for setup reference

Use for accurate cone placement before lesson, mark all numbered positions clearly

Alternative: Detailed setup diagram, digital layout plan

Key Vocabulary

Orientate

To align the map so that the directions on the map match the actual directions in the real world

Cardinal Points

The four main compass directions: North, South, East, and West

Navigation

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

Bearing

The direction or path along which something lies, typically measured as an angle from north

Landmark

A recognisable natural or artificial feature used for navigation and to identify location

Route Planning

The process of determining the most efficient path between multiple locations

Skill Progression Pathway

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

Prior Learning

Understanding of basic compass directions (North, South, East, West)
Experience working in pairs during physical activities
Basic map symbols recognition from geography lessons
Ability to follow simple instructions and sequences

Current Skills

Map orientation techniques using cardinal points and landmarks
Systematic approach to course navigation and route planning
Effective partner communication during problem-solving tasks
Integration of mathematical skills through coordinate-based challenges

Next Steps

Advanced orienteering with contour maps and elevation changes
Night navigation using alternative techniques
Large-scale outdoor orienteering in natural environments
Leadership roles in guiding groups through navigation challenges

Milestone Indicators

Students can orientate map within 30 seconds of reaching new location

Teams complete courses with 90% accuracy in cone identification

Partners switch roles fluidly without teacher intervention

Groups can identify and correct navigation errors independently

Key Teaching Points

Map orientation must be checked and adjusted at every new location during navigation
Cardinal points (North, South, East, West) are fixed directions that never change regardless of personal position
Effective teamwork requires clear role division, regular communication, and mutual support during challenges
Navigation accuracy improves when students use systematic approaches rather than random exploration
Mathematical problem-solving integrates naturally with physical navigation when properly structured
Quality of navigation and recording is more important than speed of completion
Regular practice with map orientation builds confidence and spatial awareness over time

Common Misconceptions

Students often think North is 'up' on the map rather than a fixed compass direction - address through practical pointing exercises
Many believe maps don't need re-orientation when they change position - emphasise checking at every new location
Some assume navigation is just about following lines rather than understanding spatial relationships - teach using landmarks
Students may think one partner can complete orienteering alone - stress collaborative nature of effective navigation
Students often rush mathematical recording leading to errors - emphasise accuracy over speed throughout
Some believe orienteering is just running between points - teach systematic planning and decision-making processes

SEN Adaptations

ADHD

Shorter navigation segments, clear movement boundaries, frequent check-ins, tactile equipment handling to maintain engagement

dyspraxia

Simplified route cards, extra time for map orientation, colour-coded cone system, partner support for fine motor recording tasks

autism spectrum

Clear routine structure, visual timetable of activities, quiet reflection zones, predictable partner arrangements and role expectations

visual impairment

Large-print maps with high contrast colours, tactile cone markers, verbal descriptions of course layout, buddy system for navigation support

hearing impairment

Visual instruction cards, hand signal communication system, written route instructions, clear visual demonstrations of all techniques

physical disability

Modified navigation using wheelchair-accessible routes, seated map reading activities, alternative recording methods, adapted mathematical challenges

Cross-Curricular Links

English

Technical vocabulary development, instructional language comprehension, collaborative discussion and communication skills

Science

Forces and motion through directional movement, data recording and analysis, systematic observation and hypothesis testing

Geography

Cardinal directions, map symbols interpretation, spatial awareness, landscape features recognition and navigation skills

Mathematics

Coordinate geometry, problem-solving arithmetic, angle measurement, scale and ratio understanding through map reading

Teacher Guidance

Positioning

Central court position with clear visibility of all 20 cone locations and regular circulation for close monitoring of navigation accuracy

Observation Focus

Watch for systematic map orientation, effective partner communication, mathematical recording accuracy, and safe movement patterns

Intervention Points

Step in when pairs show navigation confusion, mathematical recording difficulties, or communication breakdowns affecting safety

Demonstration Notes

Demonstrate map orientation with exaggerated hand movements for visibility, show systematic cone approach, model positive partner communication constantly

Verbal Cues

•'Map first, then move!'
•'Check your orientation!'
•'Both partners contribute!'
•'Quality over speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (minimum 30m x 15m) with clear boundaries and adequate surrounding space for equipment setup

Surface Check

Dry, even court surface free from debris, standing water, or trip hazards around cone positions

Equipment Safety

Safety Checks

•All 20 cones secured and stable with mathematical problems firmly attached underneath
•Maps waterproof and tear-resistant for extended outdoor handling
•Pencils with erasers in good condition, checked for sharp points or damage
•Route cards and record sheets clearly printed and edges smooth

Risk Management

Key Risks

•Collisions between pairs during simultaneous navigation activities
•Trips or falls due to focus on maps rather than ground awareness
•Paper cuts from map edges or record sheets during extended handling
•Eye strain from detailed map reading in varying light conditions

Risk Mitigation

•Clear movement protocols established before navigation begins
•Adequate spacing between cone positions to prevent pair collisions
•Regular reminders about ground awareness during map consultation
•Laminated maps and rounded-corner materials to prevent paper cuts

Supervision & Emergency Procedures

Supervision Points

•Position teacher with clear sight lines to all navigation areas
•Monitor high-activity zones where multiple pairs converge on popular cones
•Maintain awareness of navigation progress to identify pairs needing support
•Regular circulation between groups for close observation and assistance

Emergency Procedures

Stop signal established for immediate attention, first aid kit accessible in central location, clear evacuation routes maintained around court perimeter