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Lesson 2 - Cone Orienteering and Map Reading

Strategic Orienteering: Map Reading to Competitive Navigation

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can we work as an effective team to navigate challenging orienteering courses using map skills?

Learning Objectives

To develop understanding of map orientation and navigation techniques
To learn how to use a map effectively to follow routes and locate specific points
To work collaboratively in teams to solve orienteering challenges

Key Outcomes

Students will successfully navigate cone orienteering courses using maps
Students will demonstrate effective teamwork and communication skills
Students will understand basic orienteering principles and map reading techniques

Equipment & Resources Required

Coloured Cones

30-40 (6-8 different colours)

Pre-positioned according to orienteering course maps

Alternative: Bean bags, markers, or coloured objects

Maps

15-20 laminated copies

One map per pair, showing cone positions and routes

Alternative: Photocopied maps in plastic wallets

Whiteboards

15 mini whiteboards

For recording points scored during courses

Alternative: Score sheets on clipboards

Sun Markers

15 markers

One per pair for recording scores

Alternative: Pencils for paper score sheets

Stopwatch

5.5 stopwatches

For timing advanced challenges

Alternative: Mobile phone timers

Key Vocabulary

Orienteering

A sport involving navigation through terrain using a map and compass

Map orientation

Aligning the map so it matches the actual landscape direction

Navigation

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

Course

A planned route with specific checkpoints to visit in order

Checkpoint

A specific location marked on the map that must be visited

Skill Progression Pathway

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

Prior Learning

Basic understanding of following simple routes
Experience working in pairs and small groups
Awareness of compass directions (North, South, East, West)

Current Skills

Map orientation and alignment techniques
Reading and interpreting orienteering maps
Team collaboration in problem-solving situations

Next Steps

Using compass bearings for precise navigation
Creating own orienteering courses for others
Advanced teamwork strategies in outdoor environments

Milestone Indicators

Consistently orients map correctly before navigation

Communicates effectively with partner during courses

Shows resilience when making navigation errors

Key Teaching Points

Map orientation is fundamental - the map must always match the real world
Teamwork and communication are essential for successful orienteering
Accuracy is more important than speed in navigation tasks
Problem-solving skills develop through practice and reflection
Every student can contribute valuable ideas to team navigation
Building resilience when facing navigation challenges is crucial
Map reading skills transfer to many real-life situations

Common Misconceptions

That maps can be read in any orientation - emphasise north alignment
That the fastest route is always the best - discuss efficiency vs accuracy
That only one person needs to read the map - stress collaboration
That orienteering is only about physical fitness - highlight mental skills
That mistakes in navigation are failures - frame as learning opportunities

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear boundaries and expectations

dyspraxia

Simplify map designs, provide extra time for navigation, offer additional practice with map orientation skills

autism spectrum

Provide clear routine and structure, use visual schedules for activities, offer quiet zones during reflection time

visual impairment

Use high-contrast maps with raised symbols, provide verbal descriptions of course layout, buddy system with sighted partner

hearing impairment

Use visual signals and gestures, provide written instructions, ensure face-to-face communication with clear lip reading opportunities

physical disability

Modify courses for wheelchair accessibility, provide shorter routes, allow use of mobility aids during navigation

Cross-Curricular Links

English

Following written instructions, giving clear directions, collaborative discussion and decision-making

Maths

Using scales and measurements on maps, calculating distances between points, understanding coordinates and grid references

Science

Understanding magnetic compasses, forces affecting movement, weather conditions for outdoor activities

Geography

Map skills, compass directions, understanding symbols and keys, relating maps to real landscapes

PSHE

Teamwork skills, leadership qualities, resilience when facing challenges, communication and cooperation

Teacher Guidance

Positioning

Central position with clear sightlines to all course areas, mobile during activities to provide support

Observation Focus

Watch for correct map orientation, effective communication between partners, safe movement during navigation

Intervention Points

Step in if students appear lost, frustrated, or unsafe; provide guidance without solving challenges completely

Demonstration Notes

Use exaggerated map orientation movements for visibility, model effective team communication, show problem-solving process clearly

Verbal Cues

•'Check your map orientation first!'
•'What can you see that matches your map?'
•'Talk to your partner about the route'
•'Take your time - accuracy over speed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 40m x 40m, or indoor hall 30m x 20m with clear sightlines

Surface Check

Level ground free from holes, debris, or slippery surfaces that could cause falls

Equipment Safety

Safety Checks

•Check all cones are stable and not cracked
•Ensure maps are laminated to prevent paper cuts
•Verify whiteboard markers have secure caps

Risk Management

Key Risks

•Collisions between teams during navigation
•Trips and falls while reading maps and walking
•Getting lost or separated from partner/team

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Emphasis on walking (not running) during navigation
•Teacher positioned for maximum area visibility
•Buddy system maintained throughout activities

Supervision & Emergency Procedures

Supervision Points

•Position centrally to observe all teams/pairs
•Regular circulation during course activities
•Immediate intervention if students appear lost or distressed

Emergency Procedures

Stop all activity immediately, head count, assess situation, provide appropriate first aid or support as needed